THE  HISTORY  OF  THE  HIGH  SCHOOL  CONFERENCE  OF  ILLINOIS 


BY 

FLEMIN  WILLET  COX,  JUNIOR 
A.  B.  University  of  Illinois,  1908 


THESIS 

Submitted  in  Partial  Fulfillment  of  the  Requirements  for  the 

Degree  of 

MASTER  OF  ARTS 
IN  EDUCATION 

IN 

THE  GRADUATE  SCHOOL 

OF  THE 

UNIVERSITY  OF  ILLINOIS 


1921 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/detaiis/historyofhighschOOcoxf 


'2-\ 

UNIVERSITY  OF  ILLINOIS 

THE  GRADUATE  SCHOOL 

Sept,  £0 

I HEREBY  RECOMMEND  THAT  THE  THESIS  PREPARED  UNDER  MY 

SUPERVISION  

ENTITLED  The  History  of  the  High  Sohool  Oonferenoe  j)f  Illinois 


BE  ACCEPTED  AS  FULFILLING  THIS  PART  OF  THE  REQUIREMENTS  FOR 


Recommendation  concurred  in* 


*Required  for  doctor’s  degree  but  not  for  master’s 


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OUTLINE 


I. 

II. 

III. 

IV. 


Introductoiy  Historical  Sketch 
General  Sessions 
Joint  Sessions 
Section  Meetings 

A.  The  Viork  of  the  English  Section  as  an 

Example . 

B.  The  V/ork  of  the  Latin  Section  as  an 

Example . 

General  Conclusions 


HISTORY  OF  THE  HIGH  SCHOOL  GOHFEREIJGE  OF  ILLINOIS 


INTRODUCTORY  HISTORICAL  vSKSTGH 

A nuraber  of  leading  American  educators  of  today  are  striving 

to  apply  the  principles  of  science  to  education.^  Too  long  has  the 

educational  world  been  subjected  to  guess,  opinion,  theory,  and  tra- 
£ 

dition.  The  criticism,  that  the  schools  are  often  victims  of  fads 
and  fancies,  is,  in  many  cases,  a just  one.  Teachers'  meetings  hold 
an  important  place  in  the  dissemination  of  fads,  fancies,  opinions, 
theories,  plans,  devices,  methods,  and  movements  of  the  educational 
world.  If,  at  a typical  teachers'  meeting,  the  attention  of  any  com- 
petent observer  is  called  to  the  subject,  he  cannot  help  but  note 
that  the  work  accomplished  is  small  in  comparison  to  the  effort  put 
forth.  Teachers'  meetings,  too  often,  have  consisted  of  programs  in 
which  the  so-called  inspirational  address  has  predominated.  This 
address  may  be  given  by  one  who  has  a real  message,  or  by  some  one 

4 

who  has,  for  a time,  caught  the  attention  of  the  public.  There  are 
numerous  faults  of  the  inspirational  address.  Sometimes,  of  course, 
it  is  sound,  logical,  and  scientific,  but  often  it  is  based  upon 
theory  that  has  never  been  proven.  It  often  strains,  and  exaggerates 
facts  to  round  out  a rhetorical  phrase  or  sentence.  It  commonly 

1.  Bobbitt,  "The  Curriculum”,  p.  285.  Judd,  "Psychology  of  High 

School  Subjects",  pp . Ill,  iv.  Parker,  "Methods  of  Teaching  in 
the  High  School",  p.  3.  Johnston,  "The  Modern  High  School", 

p.  10. 

2.  Johnston,  "High  School  Education",  p.  v.  Bobbitt,  "The  Curricu- 

lum", p.  iii . 

3.  Programs  of  Illinois  State  Teachers'  Ass'n  and  Sectional  Meetings. 

4.  Hollister,  "Proceedings  of  the  High  School  Conference",  1916,  p.l2 


.i,_ 


^ T4 


s. 

appeals  to  the  emotions,  which  are  easily  aroused,  and  which  as  easi- 
ly subside.  Another  fault  of  the  inspirational  address  may  be  seen 
in  its  effect  upon  the  teachers.  The  part  taken  by  them  is  one  of 
passivity  instead  of  activity.  They  are  receptors  and  not  doers. ^ 

The  result  of  the  typical  teachers'  meeting  is  the  setting  off  of 
much  oratory  and  impassioned  speech,  but  the  accomplishing  of  very 
little  real  work  or  experimentation. 

The  High  School  Conference  of  Illinois  grew  out  of  the  work 
of  the  High  School  Visitor,  v/ho  believed  that  it  would  be  better  for 
both  the  high  schools  of  the  state,  and  the  University  of  Illinois, 
if  each  knew  mors  about  the  other.  It  was  started  with'  some  very  def 
inite  purposes  in  view.  It  was  not  intended  to  be  merely  another 
teachers’  meeting.  These  purposes  might  be  considered  as  one  expand- 
ing or  developing  purpose.  The  original  aim  of  the  Conference  was 

to  establish  a feeling  of  cooperation  and  friendly  relationship  bs- 

2 

tween  the  high  schools  and  the  University.  The  cry  of  university 
domination  has  been  long  and  loud.  There  is  a just  basis  for  com- 
plaint in  the  entrance  examination  system  of  the  Eastern  universi- 
ties.*^ The  Vi/estern  method  of  accrediting  high  schools,  though  of  a 
more  democratic  nature,  has  also  given  some  ground  for  complaint.  The 
Conference  was  the  result  of  an  effort  made,  through  cooperation  with 
the  high  schools,  to  take  away  every  reasonable  complaint  of  univers- 
ity domination,  and  still  to  maintain  adequate  entrance  requirements. 

1.  Hollister,  "Proceedings  of  the  High  School  Conference".  1916,  p.lS 

2.  Hollister,  "Proceedings  of  the  High  School  Conference".  1910,  p.5,7 

3.  Macdonald,  "The  Interest  of  the  Public  in  the  College  Curriculum", 

Educational  Reviev^,  Jan.  1911.  Quoted  by  Johnston,  "High  School 
Education",  pp . 25,  26. 


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3. 

Its  aim  was  to  influence  both  the  high  schools  and  the  University. 

To  accomplish  this  original  purpose,  the  Director  was  not 
content  to  organize  a meeting  of  the  ordinary  type.  This  might  have 
been  done.  The  attempt  to  establish  a more  friendly  relationship 
through  complimentary  speeches  and  social  fraternization,  might  have 
been  made  with  some  degree  of  success.  A sterner  plan,  however,  was 
adopted.  It  was  a plan  of  real  cooperation,  the  working  together  of 
all  concerned  upon  some  definite  problems  until  some  results  were 
obtained.^  It  was  an  attempt  to  apply  the  scientific  method  to  high 
school  work  in  a more  definite  way  than  had  ever  been  done  before 
with  teachers  actually  working  in  the  schools  of  the  state. 

This  purpose  is  one  of  the  significant  things  of  the  Confer- 
ence. It  should  be  printed  in  capital  letters  and  reiterated  again 
and  again  because,  unless  it  is  sufficiently  understood,  the  history 
and  the  work  of  the  Conference  cannot  be  rightly  comprehended.  The 

working  out  of  this  puipiose  is  what  has  made  the  High  School  Confer- 

2 

ence  of  Illinois  the  only  meeting  of  its  kind  in  the  country. 

The  specific  objective  of  the  Conference  in  the  first  place 
was  the  formulation  of  syllabi  and  courses  of  a definite  character  I 
for  the  different  subjects  in  the  program  of  studies.  The  next  step 
was  to  test  their  value  by  using  them  in  the  schools  of  the  state. 

In  this  way,  the  good  parts  could  be  marked,  and  the  weak  or  v/orthles 
parts  detected.  The  teachers  who  had  thus  used  the  syllabi  or  cour- 
ses for  a year  were  in  position  to  criticize  and  revize  intelligently 
at  the  next  meeting  of  the  Conference.  In  this  work  all  who  would 

1.  Hollister,  "Proceedings  of  the  High  School  Conference",  1916,  p.ll 

2.  Hollister,  "Proceedings  of  the  High  School  Conference",  1916,  p.lO 

3.  Hollister,  "Proceedings  of  the  High  School  Conference",  1910,  p.  7 


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were  invited,  to  participate.  It  was  work  in  v/hich  all  v/ho  wished 
coT-ild  have  a part.  It  had  the  advantage  of  definiteness  which  is 
lacking  in  much  of  school  work.  It  was  in  harmony  with  the  scientif- 
ic method  of  experimentation.  It  called  for  the  collection  of  data 
from  many  sources.  It  called  for  real  accomplishment  instead  of  mere 
opinion.  The  starting  point  in  each  section  was  not  so  important,  al- 
though it  has  been  the  custom  to  select  it  with  as  much  care  as  nos- 
sihle,  as  the  criticism,  revision,  and  additions  from  time  to  time. 
Objection  has  been  made  that  a syllabus  is  too  often  the  v/ork  of  one 
man  or  else  made  to  fit  one  particular  book.  This  may  be  true,  but 
if  tried  out  by  many,  criticised,  revised,  and  added  to,  by  many,  not 
once  but  several  times,  it  becomes  a work  of  scientific  merit. 

The  real  work  of  the  Conference  has  been  the  carrying  out  of 
this  purpose.  Syllabi,  courses,  outlines,  and  lists  have  been  formu- 
lated. They  have  been  used  in  the  schools  of  the  state.  Criticism 
and  revision  have  been  frequent.  Changes  have  been  made  because  more 
definite  knowledge  has  shown  that  changes  were  needed.  Changed  condi' 
tions  in  the  educational  world  and  the  world  at  large  have  called  for 
other- ad justments . Thus,  to  definiteness  of  work,  is  added  the  ad- 
vantage of  flexibility , to  make  adjustment  in  a world  of  change.  j 

In  spite  of  the  excellence  of  this  purpose,  and  in  spite  of 
the  work  accomplished  by  this  body  year  after  year,  it  has  been  ex- 
tremely hard  to  hold  the  Conference  to  this  purpose.  Its  whole  ten- 
dency has  been  to  revert  to  the  usual  kind  of  teachers'  meeting. 

This  is  due  to  the  fact  that  many  have  never  grasped  this  dominating 
purpose.  There  are  several  reasons  for  this.  (1)  The  personnel  of 
the  high  school  teaching  force  has  changed  almost  completely,  at 

1.  Hollister,  ’’Proceedings  of  the  High  School  Conference",  1916,  p.l6 


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5. 


least  two  or  three  times,  since  the  Conference  started.  (2)  The 
great  growth  of  the  Conference  in  nnmbers  has  tended  to  bring  in 
many  who  are  content  to  be  receptors  only,  instead  of  colaborators 
in  the  real  work  of  the  Conference.  (3)  Then  again,  some  sections 
have  become  large  enough  to  become  conventions  in  themselves. 

The  Director  has  used  all  his  influence  to  hold  the  Confer- 
ence to  its  great  purpose.  IIo  one  has  seen  the  diverse  tendencies 
>vith  a clearer  eye.  No  one  has  been  more  cognizant  of  the  difficul- 
ties. He  has  reiterated  the  purposes  again  and  again.  He  has  re- 
peatedly pointed  out  the  dangers.  He  has  called  the  Conference  back 
time  after  time  to  its  high  duty.  Upon  the  early  programs,  the  pur- 
nose  v/as  stated  every  year.  By  editorial  comment,  in  the  introduc- 
tion to  the  annual  proceedings,  and  again  and  again  at  the  general 
sessions,  he  reaffirmed  the  purpose  of  the  Conference  and  pointed  out 
the  dangers  to  vahich  it  was  exposed.  The  following  from  the  editor- 
ial comment  of  the  Proceedings  of  1911  illustrates  how  this  was  done. 

”In  this  day  of  meetings  for  stirring  enthusiasm  and  getting 
inspiration,  it  is  not  easy  for  many  of  us  to  get  the  significance 
of  real  accomplishment  as  a means  of  arousing  interest.  Vve  have  re- 
peatedly said  to  teachers,  principals,  and  university  professors  that 
we  are  not  seeking  large  numbers,  but  workers;  not  a great  body  of 
those  passively  receptive,  but  earnest  groups  of  those  who  are  willin 
to  be  aggressors  in  the  field  of  educational  advancement. 

"It  is  natural,  but  a mistake,  for  a section  committee  to 
wait  until  fall  and  then  'make'  a program.  It  is  the  all  desirable 
thing  to  set  up  a problem  at  the  Conference,  or  immediately  after, 
and  be  prepared  to  report  progress  or  a solution  at  the  next  session. 
There  is  then  no  need  of  making  a program;  it  is  already  provided. 


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6. 

And  v;hat  is  still  more  to  the  point,  the  hungry  who  oome  to  the  meet- 
ing will  then  surely  be  fed. 

’’Shall  we  not  strive,  more  and  more,  to  make  the  Conference 
a producer,  rather  than  permitting  it  to  become  a mere  consumer,  as 
is  too  often  the  custom  with  our  educational  gatherings?” 

Although  many  attending  the  Conference  never  realized  this 
fundamental  purpose,  indeed  it  seemed  some  of  the  sections  never  got 
a clear  idea  of  it,  nevertheless,  the  leaders  in  some  of  the  sections 
that  did  excellent  v/ork  were  guided  by  it  in  shaping  their  programs 
for  real  accomplishment.  Professor  H.  G-.  Paul,  in  reporting  upon  the 
work  of  a committee  of  the  English  section  says,  ’’The  v;hole  trend  of 
these  high  school  conferences  has  been  to  formulate  a series  of  sylla- 
bi for  the  different  high  school  subjects.  Perhpas  no  subject  has 
stood  in  greater  need  of  such  definite  treatment  than  has  English.” 

The  plan  of  the  organization  of-  the  Conference  was  by  sec- 
tions, controlled  by  committees.  By  sections,  guided  by  committees, 
chosen  by  themselves,  it  v/as  hoped  to  accomplish  the  real  v/ork  of  the 
IJonference  v.uth  as  little  waste  of  time  and  energy  as  possible.  The 
general  meetings,  at  the  beginning,  were  used  chiefly  for  announce- 
nents , and  the  completion  of  discussions,  and  business  for  the  gui- 
iance  of  the  Conference.  This  organization  by  committee  had  another 
Durpose  in  view.  It  was  hoped  that  thus,  petty  political  wire  pulling 

Tor  recognition  would  be  eliminated.  Such,  seems  to  have  been  the 
1 

jase.  Later,  as  the  developing  purpose  of  the  Conference  came  to 
include  problems  of  articulation  and  administration,  the  objectives 
)f  the  work,  and  the  considerations  of  new  movements  v/hich  affected, 
lot  only  the  whole  high  school  curriculum,  but  that  of  the  elementary 

1.  Hollister,  ’’Proceedings  of  the  High  School  Conference”,  1916, p.  11 



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7. 


and  oollege  curricula  as  well,  the  general  session  ‘became  of  more 
relative  importance.  The  work  of  the  general  conference  committee 
asstuned  greater  importance  with  the  greater  need  of  guidance,  artic- 
ulation and  the  initiation  of  new  lines  of  endeavor. 

As  the  work  of  the  Conference  proceeded  year  after  year, 
the  purpose  developed.  It  shifted  from  the  consideration  of  the  ma- 
terial of  subjects  of  the  program  of  studies  alone,  to  the  objec- 
tives to  be  attained  by  the  use  of  the  material.  In  fact  time  and 
again  in  the  discussions,  aims  of  various  kinds,  some  good  some  bad, 
had  been  put  forth.  There  came  a time  when  it  v^as  necessary  to  find 
a touch  stone  by  means  of  v/hich  the  value  of  these  many  and  diverse 
aims  might  be  estimated.  In  1918  Dean  Charters  read  a paper  at  one 
of  the  general  sessions  entitled,  '’Vvhat  Has  Thus  Par  Been  Accom- 
plished and  Is  How  Available  for  the  Readjustment  of  School  Curricu- 
la", which,  together  v^ith  the  report  of  a committee  of  the  I.  E.  A. 
entitled  "The  Reorganization  of  Secondary  Education",  furnishes,  as 
many  think,  the  required  touch  stone. 

There  was  one  more  slight  shift  in  the  developing  purpose  of 
the  Conference.  Prom  a consideration  of  the  objectives,  it  went  to 
a consideration  of  the  child,  and  the  announced  purpose  of  the  High 
School  Conference  in  1919  is  universal  high  school  education  for  the 
children  of  all  the  people  of  Illinois.  The  steps  leading  to  this 
objective  are  given  thus  by  the  Director  in  the  Proceedings  of  the 
High  School  Conference  of  1919  on  page  10. 

"This  objective  we  have  called  the  universalization  of  high 
school  education  for  the  children  of  all  the  people  in  Illinois.  In 
order  to  advance  successfully  towards  this  objective  we  found  that 
many  things  should  be  done  in  order  to  clear  the  way  and  make  real 


8. 


progress  possible.  First,  there  were  needed  readjustments  to  be 
made  in  the  high  school  curriculum  and  in  the  curriculum  of  the 
schools  leading  to  it.  Second,  existing  conditions  for  the  training 
and  supply  of  teachers  needed  to  be  thoroughly  canvassed  with  a view 
to  providing  for  any  deficiencies  that  might  appear.  Third,  the  pro- 
vision of  schools,  either  part  time  or  all  year,  for  those  compelled 
by  economic  conditions  to  be  breadwinners  would  have  to  be  carefully 
studied  and  provided  for.  Fourth,  the  problem  of  extension  and  en- 
forcement of  compulsory  attendance  to  include  high  school  period  rnus" 
have  attention.  And  fifth,  we  must  be  sure  that  were  in  the  state 
a sufficient  number  of  normally  conditioned  high  schools  and  so  dis- 
tributed as  to  make  attendance  equitably  feasible  to  all.  If  v/e  add 
to  this  a careful  survey  of  methods  as  affecting  the  economy,  se- 
quence, and  effectiveness  of  instruction  we  readily  see  that  v;e  shal] 
have  here  an  objective  that  may  easily  comprehend  all  that  such  an 
organization  can  ever  hope  to  accomplish.” 

The  High  School  Visitor  first  recommended  the  establishment 
of  a conference  in  his  annual  report  to  the  President  of  the  Univer- 
sity in  1903.  It  was  recommended,  that  the  conference  be  established 
”on  a cooperative  basis  with  the  various  high  schools  of  the  state”, 
and  that  this  conference  have  for  its  purpose ’’more  definite  lines  of 
wark  on  the  various  high  school  subjects”.  Ho  action  was  taken  at 
that  time.  The  recommendation  was  repeated  for  the  year  1904.  Since 
the  resignation  of  Mr.  Draper  had  left  the  office  of  president  va- 
cant, the  recommendation  came  before  the  Council  of  Administration, 
which  approved  the  plan,  and  appointed  a committee  of  the  Council, 
to  wrhich  Mr.  Hollister  was  added,  to  affect  an  organization.  To 
this  committee,  composed  of  Vice  President  Burrill  as  chairman. 


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9 . 

Deans  Forbes,  Kinley,  and  Clark,  Mr.  Hollister,  upon  request,  submit- 
ted his  plans  for  the  first  conference. 

Although  an  autumn  date  Y^as  preferred  for  the  meeting,  the 
first  one  was  held  in  February  on  account  of  the  late  date  upon 
which  the  committee  acted.  The  second  was  also  held  in  February  be- 
cause the  new  president,  Edmund  J.  James,  was  inaugurated  October, 
1905.  After  the  first  two  meetings,  however,  the  Conference  has 
been  held  in  November,  during  the  week  end  before  Thanksgiving . Be- 
cause of  this  change  of  time  in  having  the  conference,  1906  has  the 
distinction  of  having  had  two  conferences. 

President  James,  before  the  second  meeting,  placed  Mr.  Hol- 
lister as  head  of  the  general  committee  and  thus  gave  him  more  au- 
thority to  carry  out  his  plan,  and  at  the  same  time  made  him  respons- 
ible for  the  success  or  failure  of  this  innovation.  Mr.  Hollister 
has  remained  at  the  head  of  the  General  Conference  Committee  and  has 
seen  it  grow  from  its  first  enrollment  of  about  seventy-five,  to  its 
latest  enrollment  of  2600.  His  hand  has  guided  the  work  and  he  has 
endeavored  to  hold  it  to  the  early  aim  of  making  it  a working  con- 
ference . 

THE  GENERAL  SESSION 

The  aim,  at  the  beginning,  was  to  make  the  work  of  the  sec- 
tions the  important  featux’e  of  the  Conference.  This  has  continued 
to  be  the  aim,  but  the  great  growth  of  the  conference  in  numbers  and 
the  increase  in  the  number  of  the  sections  has  made  it  imperative 
that  more  time  be  consumed  by  the  general  sessions.  The  need  of  co- 
ordinating the  work  of  the  whole  , so  that  different  sections  might 
not  v/ork  at  cross  purposes  caused  the  general  meetings  to  assume  an 


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10. 

importance  not  forseen  at  the  beginning.  Large  movements  in  Educa- 
tion which  affected  the  work  of  many  or  even  all  sections  were  given 
a place  upon  the  general  program.  Sometimes  a speaker  of  national 
reputation  spoke  in  a general  session  upon  some  phase  of  work  of 
some  particular  section.  This  naturally  called  the  attention  of  the 
whole  conference  to  the  work  of  this  group  and  stimulated  it  to  great 
er  endeavor. 

The  first  Conference,  in  1905,  had  a general  session  from 
2.00  to  5.00  P.  M. , Thursday;  one  from  7.30  to  9.50  P.  M.  Friday; 
and  one  from  9:00  to  11:00  A.  M.  Saturday.  In  the  first  general 
session,  the  Director  effected  an  organization  and  in  the  other  two, 
nothing  v/as  done  beyond  completing  the  organization  and  forming  plans 
for  the  next  conference.  In  February,  1906,  a general  session  was 
held  on  Thursday  afternoon  commencing  at  2; 00  P.  M.  Another  was  held 
commencing  at  7:30  P.  M.  of  the  same  day  and  a third  at  7:30  P.  M* , 
on  Friday.  There  was  no  general  session  of  Saturday.  There  was  no 
set  program  for  the  first  general  session,  but  there  was  one  number 
on  each  of  the  other  tv/o.  In  the  November  meeting  of  1906,  no  meet- 
ing was  held  on  Thursday.  The  Conference  started  v/ith  the  section 
meetings  at  9:00  A.  M. , Friday.  A general  session  with  one  number 
on  the  program,  was  held  at  7:30  P.  M. , on  Friday,  and  one,  with 
two  numbers,  on  Saturday,  commencing  at  9;00  A.  M.  In  1907;  the 
time  of  the  beginning  of  the  Conference  was  set  at  7:30  P.  M.  Thurs- 
day. It  closed  with  the  session  of  Saturday  morning.  The  three 
general  sessions  were  permanently  fixed  at  Thursday,  7:30  P.  M. , 
Friday,  7:00  P.  M. , and  Saturday,  9:00  A.  M. 

The  grov/ing  importance  of  the  program  of  the  general  session 
may  be  seen  from  noting  the  number  of  prepared  papers  or  addresses 


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given  at  each  one. 


Conference 

1907 

1908 

1909 

1910 

1911 

1912 

1913 

1914 

1915 

1916 

1917 

1918 

1919 
19  20 


Thursday 
7:30  P.M. 

0 

0 

0 

0 

0 

1 

1 

1 

1 

0 

1 

1 

3 

3 


Friday 
7:30  P.M. 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

2 

2 


Saturday 
9 :00  A.M. 

2 

1 

1 

1 

1 

1 

1 

2 

1 

2 

2 

1 

3 

3 


THE  JOINT  MEETINGS 

Another  means  of  harmonizing  the  work  of  different  sections 
was  the  joint  session.  It  was  used,  sometimes  to  thresh  out  con- 
flicting tendencies,  and  sometimes  to  bring  about  co-ordination  of 
the  work.  The  first  joint  session  v;as  in  1907,  in  the  afternoon 
meeting,  on  Friday,  between  the  English  and  Social  Science  groups. 

In  1906,  the  Social  Science  groups  had  recommended  one-half  year  of 

English  History,  This  meeting  was  clearly  for  co-ordination  be- 
cause the  subject  discussed  was,  "The  Relation  of  English  History  to 
The  Teaching  of  English  Literature”.  The  second  joint  session 


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12. 


was  in  1911,  in  the  afternoon  meeting,  on  Friday,  between  the  Agri- 
culture and  Biology  sections.  It  also  was  a meeting  for  correlation, 
hut  there  was  a possibility  of  differences  of  opinion  to  be  ironed 
out  between  these  groups.  The  topic  for  discussion  was,  "'A  Critical 
Examination  of  The  Pedagogical  Condition  and  Principles  Involved  In 
The  Introduction  Of  Agricultural  Into  Secondary  Schools”,  by  L.  P. 
Coffman.  Mr.  Coffman’s  conclusion  was  that  there  is  not  enough  cor- 
relation between  the  two  to  enable  the  biologists  to  teach  Agricul- 
ture. He  pointed  out  that  Agriculture,  though  drav/ing  upon  the  othei 
sciences,  must  have  an  organization  of  its  own  and  be  taught  both  as 
a science  and  an  art. 

A committee  was  appointed  in  1915  for  the  purpose  of  consid- 
ering the  problem  of  a general  science  course  as  the  first  part  of 
the  science  curriculum  in  the  high  school.  In  1914,  all  the  science 
groups,  including  Agriculture,  Biology,  Domestic  Science,  Geography, 
and  Physical  Science  met  in  joint  session,  Friday  afternoon.  Here 
was  a session  whose  objects  were  to  discuss  different  viewpoints  and 
to  prevent  the  different  sections  from  getting  at  cross  purposes.^ 

The  committee  had  arranged  a program  that  they  thought  would  bring 
out  the  diverse  views  and  recommended  further  study,  experimentation, 
and  discussion.  The  discussion  of  the  session  revealed  a wide  diver- 
gence of  views  from  the  strong  advocates,  to  the  strong  opponents  of 
General  Science.  Nothing  further  seems  to  have  been  done  concerning 
General  Science  until  in  1916,  when  the  Director  of  the  Conference 
appointed  another  committee  to  make  a report  on  the  ’’Correlation  of 
Science  V/ork” . In  1917,  this  committee  reported  to  the  various  sci- 
ence groups,  and  in  1918,  another  joint  session  was  held  by  the  sci- 
ence groups  to  try  to  find  a place  of  agreement.  After  much 

ji  1.  Committee  Report,  ’’Proceedings  of  High  School  ConferejiQe”1914  p.46 


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13 


disoussion  a resolution  v/as  adopted  in  favor  of  a general  seience 
course  of  two  years  as  an  introduction  to  science,  and  a committee 
was  appointed  to  formulate  a course  for  two  years.  In  1919  another 
joint  session  v/as  held,  hut  the  committee  had  not  done  much  work. 

The  chairman,  Mr.  J.  L.  Pricer,  reported  what  had  been  done,  gave  a 
tentative  course  for  the  second  year,  and  advised  the  appointment  of 
a new  committee  for  the  continuance  of  the  work.  In  1920,  the  sci- 
ence groups  met  in  their  respective  sessions,  and  their  programs 
made  no  reference  to  the  General  Science  committee. 

In  1916,  there  was  a joint  session  held,  on  Friday  after- 
noon, between  the  Agriculture  and  the  Physical  Science  groups.  The 
object  of  this  meeting  v/as  correlation  as  is  shown  by  the  two  topics 

chosen  for  discussion,  ’’The  Influence  of  the  European  V/ar  on  Ameri- 

can Chemistry”  by  Professor  Parr,  and  ’’Agricultural  Development  as 
Influenced  by  Chemistry”  by  Professor  Robert  Stewart. 

In  1918,  a joint  session  of  the  language  groups,  including 
English,  Modern,  and  Classical  languages  was  held.  Its  purpose  was 
coordination  of  the  work.  One  recommendation  of  the  committee  was, 
’’That  the  Latin  teacher  v/ill,  to  a greater  extent  than  has  hitherto 
been  the  case,  call  attention  to  the  similarity  of  roots,  not  only 

in  English  and  Latin,  but  also  in  French  and  Spanish.  In  the  same 

v/ay,  the  English  teacher  will  remind  the  pupils  that  certain  English 
words  are  not  so  very  different  in  appearance  from  Spanish,  French, 
and  Latin  words.”  Another  paper  urged  the  teaching  of  Latin  in  the 
seventh  and  eighth  grades  in  order  that  the  pupils  might  have  a bet- 
ter command  of  English  grammar  and  language. 

In  1919,  another  joint  session  of  the  language  groups  was 
held.  The  English  group  v/as  not  included  this  time.  The  purpose 


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14. 


of  the  meeting  was  entirely  different.  It  was  to  discuss  cross  pur- 
poses. The  main  subject  was  the  time,  length,  and  order  of  the  for- 
eign langmges  in  the  program  of  studies.  The  influence  of  the  pur- 
pose of  the  Conference  was  evidently  controlling  the  action  of  this 
group,  since  it  resolved  to  experiment  to  try  to  find  a solution. 

The  proposal  was  made  and  adopted,  to  try,  in  different  schools,  dif- 
ferent languages  for  beginning  work. 

A 

THE  DEVELOPIOTT  OP  THE  SECT I OH 

At  the  first  conference,  which  met  February  16,  17,  and  18, 
1905,  there  were  three  sections.  The  section  meetings  were  thus  ear- 
ly given  emphasis,  because  the  conference  consisted  almost  wholly  of 
these  three  sections.  The  plan  from  the  beginning  was  to  consider 
every  subject  in  the  Program  of  Studies,  but  the  three,  English, 
Biology,  and  the  Physical  Sciences  were  chosen  first  because  there 
seemed  to  be  more  urgent  need  for  unification  in  these  subjects  than 
in  the  others.  The  name  of  the  conference  as  it  appears  upon  the 
printed  program  was  ”A  Joint  Conference  on  English  and  on  Science 
Work  in  High  Schools.” 

The  Second  Conference  which  met  February  8,  9,  10,  1906,  was 
called  ”High  School  Conference  on  English,  and  on  Physical,  Biologi- 
cal and  Social  Sciences.”  Thus  a Social  Science  section  was  added 
the  second  year,  according  to  the  plan  of  progressing  through  the 
Program  of  Studies.  After  the  second  conference  also,  in  accordance 
with  this  plan  of  progressing  through  the  Program  of  Studies,  the 
Biological  and  the  Physical  Science  sections  were  discontinued.  The 
third  conference  which  met  Hovember  23,  24,  1906  was  name!  ”High 
School  Conference  on  Social  Sciences,  Agriculture  and  Manual  Arts.” 


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15. 


Sven  English  was  omitted  from  this  oonference,  the  sections  being 
as  named  above.  A note  on  the  program  -under  the  Agric-ultural  Group 
said,  ’’This  group  includes  what  was  originally  called  a Biological 
group . 

The  name  given  for  the  fourth  conference  was  merely  "Annual 
High  School  Conference."  This  name  has  been  held  from  that  time  to 
the  latest  program,  that  of  1920,  and  showed  that  the  conference  had 
now  become  an  established  annual  affair,  and  that  its  purpose  was 
v;ell  enough  understood  to  omit  from  the  name  the  subjects  of  the 
Program  of  Studies  to  be  discussed.  The  Social  Science  Section  and 
Manual  Arts  Section  appeared  upon  this  program.  Agriculture  and  Do- 
mestic Science  was  the  name  of  a third,  showing  a new  subject  appear- 
ing in  connection  with  an  old  one.  The  English  section  was  on  the 
program  again  and  Mathematics  and  Geography  were  other  new  sections. 
The  first  joint  session  was  held  this  year  between  the  English  and 
Social  Science  Section. 

A new  spirit  of  the  conference  v/as  shown  by  the  action  of  the 
English  section  this  year  in  moving,  "That  a permanent  organization 
should  be  effected,  to  be  known  as  'The  Illinois  Association  of  Eng- 
lish Teachers'".  A committee  was  appointed  to  draw  up  a constitution 
that  was  adopted  at  the  next  annual  meeting  in  1908. 

In  1908,  these  sections  were  named  upon  the  program:  English, 
Social  Science,  Mathematics,  Manual  Arts,  Geography,  Agriculture, 
Domestic  Soience,  and  Eoreign  Language . Under  English,  appeared  a 
sub-title,  "Association  of  English  Teachers".  Domestic  Science,  for- 
merly with  Agriculture,  was  now  separated  from  it.  The  Foreign  Lang- 
uage group  made  a newly-formed  section,  which  in  the  afternoon,  divi- 
ded into  three  groups.  Classical,  German,  and  Romance.  The  English 
section,  this  year,  decided  to  issue  a bulletin  in  order  that  the  wori 


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might  have  a stronger,  closer  organization.  The  bulletin  has  been 
issued  until  the  present  time,  1921. 

The  sections  of  1909  were  English,  Social  Science,  Mathema- 
tics, Agriculture,  Domestic  Science,  Manual  Arts.  Geography  was  mis- 
sing from  the  list,  after  appearing  tvi/ice.  Biology  appeared  again 
under  the  name  of  natural  History  Section  and  Physical  Science  reap- 
peared under  its  old  name.  Foreign  language  was  divided  into  tv/o 
sections,  Classical  and  Modern  Language,  the  latter  was  further  di- 
vided into  two  groups,  German  and  Romance.  A committee  of  the  So- 
cial Science  group  had  been  appointed  in  1906  to  v/ork  upon  the  Com- 
mercial Subjects.  They  reported  to  the  Geography  section  in  1907. 
The  Commercial  Section  was  organized  as  a separate  group  in  1909. 

By  1910,  the  section  meetings,  for  the  most  part,  had  as- 
sumed a more  permanent  character.  The  organization  of  each  one  con- 
tinued year  after  year.  The  earlier  plan  of  discussing  some  subject 
of  the  Program  of  Studies  a year  or  two  and  then  leaving  them  for 
some  other  subjects  had  given  place  to  the  permanent  organization  of 
sections.  In  some  ways,  this  resulted  in  a loss.  The  following 
sections  continued  from  1910  to  the  present  time;  Superintendents 
and  Principals  (under  the  name  of  Administrative),  Biology,  Agricul- 
tural, Classics,  Commercial,  Domestic  Science,  English,  Manual  Arts, 
Mathematics,  Physical  Science,  Social  Science,  Modern  Lanugage . In 
1911,  the  Geography  section  v/hich  had  not  been  on  the  program  for 
two  years  appeared  again  and  became  a permanent  section . A Music 
Section  was  organized  in  the  same  year.  In  1912,  a conference  of 
County  Superintendents  and  Village  Principals  v/as  called  to  meet  at 
the  Friday  morning  session,  at  9 A.  M.  From  this  conference,  a per- 
manent section  was  organized  which  had  a morning  session  only,  until 

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17. 


1919.  In  1919  and  1920,  it  hold  both  morning  and  aftornoon  sessions < 
In  1917,  a section  on  Physical  Education  was  organized. 

In  1913,  the  afternoon  session  of  the  Administrative  section 
was  given  over  to  the  State  High  School  Athletic  Association,  which, 
since  that  time,  has  held  its  annual  meeting  in  connection  mth  the 
high  school  conference  and  has  used  either  part  or  the  whole  of  the 
afternoon  session.  In  1917,  the  executive  committee  of  the  confer- 
ence decided  to  ask  the  High  School  Principals’  Association  of  Illi- 
nois to  organize  as  the  Administrative  Section  of  the  conference. 

This  Association  held  a meeting  on  Friday,  November  23,  and  voted  to 
do  this,  and  it  also  voted  to  make  the  officers  of  the  association 
the  executive  committee  of  the  section.  The  next  meeting  in  1918 
adopted  a new  constitution.  The  1918  meeting  was  the  fifth  annual 
meeting  of  the  association.  It,  as  was  the  state  athletic  associa- 
tion, was  organized  outside  the  Conference,  but  voted  to  join  it. 

In  the  program  for  1908,  the  English  section  had  the  sub- 
title ’Association  of  English  Teachers.”  Although  the  association 
continued,  nothing  appeared  upoj  the  program  after  that  except,  ’’Eng- 
lish section”,  until  1912.  Since  that  date,  the  sub-title  ’’The  Illi- 
nois Association  of  Teachers  of  English”  has  been  upon  each  program. 

The  language  groups  have  shov/n  a tendency  toward  further  di- 
vision but  have  not,  as  yet,  accomplished  it.  In  the  year  1910  and 
1911,  for  the  afternoon  session  on  Friday,  Modern  Language  divided 
into  two  groups,  called  Cermanic  and  Romance.  This  v/as  repeated  in 
1913,  1914,  but  the  groups  v/ere  called,  the  German  group,  and  the 
French  and  Spanish  group.  In  1915  there  were  three  groups,  the  Ger- 
man, French,  and  Spanish  that  met  the  first  hour  of  the  morning  ses- 
sion on  Friday.  In  1916,  there  was  only  one  group.  In  1917,  there 


18. 

were  again  two  groups,  and.  since  that  time  only  one. 

In  1920,  the  Domestic  Science  session  changed  its  name  to 
Home  Sconomics  Section. 

As  has  been  stated  in  the  discussion  of  the  purpose,  the  im- 
portant work  of  the  Conference  has  been  the  formulation  of  syllabi, 
courses,  and  lists  of  various  kinds,  together  with  the  discussion 
and  revision  of  the  same.  The  amount  of  work  of  this  kind  bulks 
large  when  listed  in  one  group.  The  following  table  gives  the  char- 
acter of  the  work,  when  adopted,  and  where  it  may  be  found. 


i~ ~ — ^ ^ • 1 • 1 1 r r 

Subj  ect 

Character 

Adopted 

l^'here  found 

Physics 

Syllabus 

1905 

H.  S.  M.  1906-7* 

Chemistry 

Syllabus 

1905 

H.  S.  M.  1906-7 

Algebra 

Syllabus 

1908 

H.  S.  H.  1909-10 

Geography 

Syllabus 

1908 

Unknown 

European  History 

Syllabus 

Before 
Apr.  1910 

Published  separately 
by  University 

Domestic  Art  & 
Domestic  Science 

Syllabus 

Before 
Apr.  1910 

Published  separately 
by  University 

Geometry 

Syllabus 

1911 

Proc.  1911** 

American  History 

Syllabus 

1911 

Published  separately 
by  University 

Zoology 

Syllabus 

1912 

Proc.  1912 

Mus  ic 

Syllabus 

1913 

Proc.  1913 

Botany 

Syllabus 

1913 

Proc.  1913 

Geography 

Syllabus 
for  1st. 

1913 

Proc.  1913 

year 

* H.  S.  II.  is  High  School  Manual. 

**  Proc.  is  Proceedings  of  High  School  Conference. 


Sub  .lect 

Character 

Adopted 

Where  found 

Gorainercial 

Syllabus  Bookkeeping  two  years 
Syllabus  Commercial  Arithmetic 
Syllabus  Commercial  Geography 
Syllabus  Commercial  English 

1916 

Proc.  1916 

Geography 

Syllabus  Commercial  Law 

Syllabus  Economics 

Syllabus  Shorthand  & Typewriting 

Syllabus  for  second  year 

1917 

Proc.  1917 

Botany 

Outline  of  Lab.  Course  as  given 

F.  1906 

H.S.M.  1907-8 

Soology 

in  Lloyd  pp . 143-145 

Outline  of  Lab.  Course  as  given 

F.  1906 

H.S.M.  1907-8 

I'.Tanual 

in  V'/hitney-Lucas 

Outline  of  One  Year’s  Course 

N.  1906 

H.S.M.  1907-8 

Training 

Agri culture 

Outline  of  Course 

1908 

H.S.M.  1909-10 

Freehand 

Outline  of  Pour  Years'  Course 

1910 

H.S.M.  1911-12 

Drav/ing 

Music 

Outline  of  Course  in  Music  for 

1912 

Proc.  1912 

Agriculture 

Two  Years 

Outline  of  Course  in  Soils 

1913 

Proc.  1913 

Agriculture 

Outline  of  Course  in  Animal  Kus- 

1913 

Proc.  1913 

Agriculture 

bandry 

Outline  of  Course  in  Horticulture  1912 

Proc.  1912 

Agriculture 

Outline  of  Course  in  Cereal  and 

For- 

but  see  Proc. 
1913  p.  85 

age  Crops 

1912 

Proc.  1912 

Physiology 

Outline  of  Course  for  18  ?/eeks 

1917 

but  see  Proc . 
1913  p.  85 

Proc.  1917 

Drawing  or 

Revision  of  Former  Course 

1918 

Proc.  1918 

Art 

Music 

Outline  of  Course  in  History  of 

Proc . 1919 

Music.  Does  not  say  adopted. 

20. 

Sub.ieot 

Character 

Adopted 

Viihere  found 

Spanish 

Minimum  Hec[uirement  for 
Course  in  Spanish 

191G 

Proc.  1916 

French 

Minimum  Requirement  for 
Course  in  French 

1916 

Proc.  1916 

Zoology 

Minimum  Essentials  for 
Course  of  18  Vi/eeks 

1917 

Proc.  1917 

Botany 

Minimum  Essentials  for 
Course  of  18  V-eeks 

1917 

Proc.  1917 

Geography 

List  of  Books  for  Library 

1913 

Proc.  1913 

Botany  and 
Zoology 

List  of  Books  for  Library 

1913 

Proc.  1913 

Commercial 

List  of  Books  for  Reference 

1915 

Proc.  1915 

French 

Minimum  List  of  Books  for 
Teacher  and  for  Library 

1915 

Proc.  1915 

Spanish 

Minimum  List  of  Books  for 
Teacher  and  for  Library 

1915 

Proc.  1915 

Agriculture 

Report  of  Committee  on  Text 
and  Reference  Books 

1915 

Proc.  1915 

Latin 

Report  of  Committee  on  Library 
Equipment 

1915 

Proc.  1915 

Commercial 

Report  of  Committee  on  Books  for 
Library 

1915 

Proc.  1915 

Manual 

Training 

List  of  Books  for  Library 

1915 

Proc.  1915 

Mathemati cs 

List  of  Mathematical  Vilorks,  Jour 
nals , and  material 

1915 

Proc.  1915 

Geography 

Minimum  List  of  Books  for  Li- 
brary 

1916 

Proc.  1916 

Manual 

Training 

Report  of  Committee  on  Text 
Books 

1916 

Proc.  1916 

German 

List  of  Books  for  Eading 

1916 

Proc.  1916 

Agriculture 

Additional  List  of  Books  for 
Library 

1916 

Proc.  1916 

2l’ 

Subject 

Character 

Adopted 

Where 

found 

Biology 

Illustrative  Material 

1914 

Proc . 

1914 

Music 

List  of  Musical  Material  for 
Library.  Not  adopted  but  prin- 
ted . 

— 

Proc . 

1916 

Biology 

Minimum  Essentials  in  Biological 
xipparatus  and  Equipment 

1918 

Proc . 

1918 

Program  of 
Studies 

Discussion  in  1907 

H.S.M 

. 1908-9 

Program  of 
S tudi e s 

Heport  of  Committee,  Suggestions 
pp. 29-30 

Proc  . 

1913 

Elementary 

Science 

Regarding  the  Problem  of,  by  Bagley 

Proc . 

1915 

Lluoh  work  was  done  in  Latin  and  Jilnglish  but,  since  a special 
study  is  made  of  the  work  of  these  tv/o  subjects,  no  reference  is  made 
to  them  in  the  above  table. 

Unfortunately  a complete  record  of  the  Proceedings  of  the 
High  School  Conference  has  not  been  published.  By  good  luck,  the 
record  of  the  first  conference  held  in  February,  1905,  has  been  pre- 
served, but  after  that  date  nothing  was  published  until  1910,  from 
which  time  the  record  is  complete.  An  abstract  of  the  proceedings  of 
the  English  section  for  1909  may  be  found  in  Yol.  2,  IJos.  2 and  3 of 
Bulletin  of  the  Illinois  Association  of  English  Teachers.  A few  pa- 
pers of  the  earlier  years  are  also  preserved  in  the  Bulletin.  A com- 
plete list  of  the  programs  has  been  preserved  and  the  trend  of  the 
work  may  be  seen,  if  these  are  examined. 

It  is  worth  while  to  scrutinize  the  Proceedings  of  the 
first  Conference,  to  see  v/hat  kind  of  a start  v/as  made  by  this  organi- 
zation. It  is  evident,  that  the  plan  of  procedure  at  first,  was  to 


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22. 


do  definite  work  upon  three  or  four  subjects  of  the  curriculum,  in 
section  meetings,  and  then  leave  these  and  take  up  other  subjects,  un- 
til the  v/hole  curriculum  had  received  attention.  This  plan  was  fol- 
lowed for  a few  years,  but  the  Conference  grevj  in  a different  direc- 
tion and  that  was  in  the  direction  of  the  permanent  organization  of 
each  section.  The  first  conference,  however,  organized  work  in  three 
sections.  Biology,  Physical  Fcience  and  English.  The  Biology  section 
started  well  for  definite  work  by  first  inquiring  into  the  objectives, 
J.  G.  Hutton  of  Beards town  gave  a paper  on,  "The  Main  Objects  to  be 
Attained  by  the  High  School  Course  in  Zoology".  Next,  Dr.  A.  W.  Pet- 
ers of  the  University  gave  an  outline  of  vrork  in  Zoology  such  as  might 
be  tried  out,  criticized,  and  revised,  according  to  proposed  plan  of 
work  of  the  conference.  Likev/ise  in  Botany,  an  outline  was  given  by 
J.  V/.  Little  of  Danville.  This  outline  gave  consideration  of  the 
place  of  the  text,  laboratory  work,  note  book,  and  the  compound  mi- 
croscope in  the  work.  The  order  of  procedure  through  the  botanical 
material  was  given  by  Dr.  C.  P.  Hottes  of  the  University.  Without 
taking  into  consideration  the  value  of  the  outlines  thus  presented, 
it  is  important  to  note  that  they  formed  the  basis  for  definite  work, 
and  if  followed,  by  trhl , criticism  and  revision,  they  might  grow  in- 
to something  of  more  scientific  value. 

The  Physical  Science  section  began  with  an  outline  of  exper- 
iments in  Chemistry,  by  B.  A.  Sweet  of  Marshall.  Wm.  Redenbaugh  of 
Quincy  gave  a paper  on,  "Method  of  Teaching  Chemistry  in  the  High 
School,"  and  Charles  Herman  of  Streator  spoke  on,  "The  Laboratory  and 
Its  Equipment  for  Teaching  Chemistry."  As  to  Physics,  v/e  find  the 
first  topic,  "What  Should  be  the  Requirements  of  a Year's  High  School 
Physics?"  by  J.  E.  Cable  of  Harvey.  Under  this  head  was  discussed 
the  relative  amount  to  be  given  to  text  book,  laboratory  work  done  by 


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23. 

th©  pupils,  and  dGinons'tra'tions . Anoth©r  "bopic  discussed  v/as , ’’Labor- 
atory Manuals,  Direction  Sheets,  Dote  Books,  Reference  Books  and  their 
Relation  to  Laboratory  work,  the  Lecture  and  the  Quiz,"  by  P.  R.  Wat- 
son of  the  University.  The  last  and  very  definite  one  was,  "The  Phys- 
ical Laboratory  Equipment,  Its  Datujre  and  Extent",  by  C.  H.  Elliott  of 
Centralia.  Thus  it  may  be  seen  that  this  section  also  made  a ^ood 
start  along  definite  v/ork  in  complete  harmony  with  the  general  purpose 
of  the  Conference.  This  section  took  the  further  step  in  making  a 
plan  to  follow  up  the  work  it  had  started.  It  appointed  two  commit- 
tees, one  for  Physics  and  one  for  Chemistry,  for  the  purpose  of  form- 
ulating a series  of  suitable  experiments  for  the  High  Schools,  giving 
(1).  the  minimum  amount  of  work,  (2).  the  order  of  treatment,  (3).  the 
amount  of  apparatus  required  and  (4).  the  cost  of  the  same,  as  well  as 
a list  of  houses  where  apparatus  could  be  purchased. 

Another  device,  used  by  the  Physical  Science  section,  and 
also  by  the  English  section,  to  secure  definiteness,  was  the  passing 
of  resolutions.  After  the  papers  had  been  read,  and  after  the  discus- 
sion of  the  mooted  points  which  arose  had  been  finished,  resolutions 
were  adopted  which  showed  the  crystallization  of  opinion  arrived  at 
by  this  conference.  In  this  way,  problems  for  the  next  conference 
were  raised.  The  resoltuions  give  an  insight  into  the  character  of 
this  first  conference. 

Chemistry  Resolutions. 

Resolved  that  there  should  be, 

1.  A correlation  of  high  school  and  university  work  in  Chemistry. 

2.  A consideration  of  the  relation  of  Arithmetic  to  Chemistry. 

3.  A consideration  of  the  method  of  presenting  the  subject. 

Chemistry. 


. ‘ V;***^'-  '..l'  • _ .,.  '■'■  I -.'■>’■  «|  - .,  -•  . > :: 

'*■'  '*  : y-’^^  ■ % •■  -^•'V  i •,.'-5v<'jf.  « 4«^yr-vi)- 

■*i'*i»r',-.  •-{■■■  V - , "Vv  iM '''  ■ I 


' •'  ■“■•  .y’^^,:^^/;c^Si£,  '^-  ' '■  '-jiiiii 

■■  \ -‘H 

MV  '<■  ,!Ti  ,r  •■%  ■ ...<V-*'iS»»'f^ 


24. 


4. 


5. 

6 . 
7. 


8. 


9 . 

10. 


A Gonsideration  of  the  relative  amount  of  time  devoted  to  the 
study  of  metals  and  non-metals. 

That  quantitative  experiments  should  he  introduced. 

That  qualitative  analysis  should  he  taught. 

That  some  organic  Chemistry  should  he  taught. 

That  during  the  course  fundamental  chemical  theories  shall  he 
introduced,  and  also  a very  general  consideration  of  the 
periodic  law. 

That  there  shall  he  a judicious  introduction  of  the  description 
technical  manufacturing  processes. 

That  a good  reference  library  he  provided. 


Physics  Recommendations. 

Resolved  that, 

1.  The  course  of  Physics  in  the  high  school  he  made  complete  with- 

in itself  without  regard  to  the  object  of  the  student  af- 
ter graduation. 

2.  That  a committee  he  appointed  to  complete  a set  of  experiments, 

suitable  for  use  in  the  ordinary  high  school,  and  to  make 
a list  of  apparatus  necessary  for  the  same. 

3.  That  qualitative  experiments  he  given  an  important  place  in 

laboratory  work. 

The  remaining  section  of  the  first  conference  was  the  Eng- 
lish group.  Since  a special  study  of  the  work  of  this  section  is 
given  to  illustrate  the  v/ork  of  the  Conference  as  a whole,  this 
study  will  novif  commence.  The  introduction  to  the  v/ork  of  the 
English  section. will  come  first,  then  will  come  the  English  work 
of  the  First  Conference,  to  he  follov/ed  by  the  work  of  the  suc- 
ceedings  conferences  up  to  1909  and  1910.  Prom  that  time,  the 


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i.  lrv;^'-'ff«'’-  “ "'■  -• 

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V ' ' ’ ’ ' ■ ’ ^ ‘ I'  ■ • 


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i ■'  .’  S*fcv-,ii!v'  ’'  --  »'  .•  , \ :y '.  M§: 


;'  ' i ' ,,e^*{i />'■•'  -r..r^"  ■ f,< 


25. 

development  of  the  different  kinds  of  English  work  v/ill  be  discussed 
in  tnrn. 

THE  V'iORK  OP  THE  ENGLISH  SECTION  AS  AI^!  EXAIIPLE 

No  section  was  in  greater  need  of  the  Conference  than  the 
English  section.  The  outstanding  v/ork  of  the  Conference  has  been 
in  the  direction  of  definiteness.  No  subject  in  the  high  school 
curriculum  is  more  indefinite  than  English,  but  not  only  as  to  the 
material  of  the  subject,  but  also  as  to  the  methods  of  instruction. 
One  of  the  most  definite  things  in  the  English  work  was  the  list  of 
the  College  Entrance  Requirements,  and  paradoxical  as  it  seems,  it 
was  too  definite.  The  English  work  was  not  only  indefinite  but  it 
was  up  in  the  clouds.  It  was  dominated  by  its  literature  component, 
and  this  was  the  literature  of  the  adult  world  of  the  college  clas- 
ses, or  to  be  more  exact  the  college  professor.  The  pedagogical  tru- 
ism, that  the  material  must  be  adapted  to  suit  the  mental  life  of 
the  child,  was  largely  overlooked  by  those  who  selected  Pope  for  the 
enjoyment  of  the  high  school  classes. 

The  indefiniteness  of  the  English  was  due,  to  a certain  ex- 
tent, to  the  number  of  different  subjects  included  under  this  head. 
English  is,  in  reality,  two  distinct  subjects,  English  Literature 
and  English  Composition.  The  attempt  to  treat  them  as  one,  to  cor- 
relate the  one  with  the  other,  or  to  make  one  the  handmaid  of  the 
other,  has  increased  the  confusion.  One  of  the  beneficial  results 
of  the  work  of  the  English  section,  is  that  it  has  enabled  the  Eng- 
lish teachers  to  analyse  the  material  of  their  subject  and  discover 
that  it  includes  literature,  composition  both  written  and  oral, 
spelling,  punctuation,  letter-writing,  word  study  and  grammar.  They 


k'rt 


>■' fc\' ' ' .'  **1*7  Im  T-*-'  i y M'  mi 

. ;lJ'  ;'  r.  u.,  '■.n,*  y > iffe ?-^^' j .; ^ .r # ^ i ■ 

■-A,  ' ■ ^-  ■■  ■ ,.yj-iiriPX!amjm^.  I i 


■^  f.  V, 


K*  -'/ 


rS  i . i 


' XK  ■ , V ’,S..  U 

f 


’!  r ■ V 

. h > * 


^ ' . ■ #•  lif 

' ' ' '■^  ’■ 

L>'? : ' ■ ' ' ' '■  ;,*%^  ‘ ; , ^r. 

J^^^'  i-i- ■ .li;  ’■  ■ i^..  : [; , 

r '.  ■ ' ' ..  •. ‘v' ' ■ t-'.  ' » ' ■'  ’ f*-.!'.:' , 'V:  s'»LU.i/*j:Tt  aaI.' 


'*-•  ,'f-  , »rf-'  t i^!^.**«.i  ’i,v, }/  i ■•'i^>;^rtt;(iii 

.--  tt;„.  *.,.,  «k^f‘  1 o 


f.  l!',  ■ 

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i.  ■ 'yi  ■ ■ ' . j •'  ' '• . , />  ’ f “'  Y"'  t:-7'T^?-*!^^''’':  y^gP ^ 

1^  ’’'■  i^nA-nj  1 )%m-. 


■ft' 


I 


f : '■  - . ' V:  '•  I , • ',  iwu’s'%  r.f!}13^7»!W:'f'S,¥ii^^ 

yy  ' • P ■♦I  .i  c*  'I  ;.  • Pm  . •!»  v"  I » V X » j ' 1 /■  » . ■*ft>crw<J'i  . /,,'  r * fill#  ’ ^w  . ■ •A#'y  ' -A  J ■ . I fir.  ' 


a Vi.-  : ■ ■ •■  'f'  -f'^  V 

- ■ ■ • - .“A  Jf.4  '5  ,■:■»■#'  1^  7!Lt, 


'\,£ , /(•'#' 


26. 


have  disGOvered  that  there  is  a compos ition  of  an  artistic  variety 
and  a composition  of  everyday  life. 

The  work  was  slov;  in  starting,  hut  after  some  floundering, 
a start  was  made  and  the  progress  has  been  noteworthy.  The  aim, at 
the  beginning,  was  not  only  very  indefinite,  but  very  lofty,  and  it 
is  significant  that,  as  the  work  proceeded  towards  definiteness,  the 
group  were  willing  to  lower  the  aim.  It  leads  one  to  wonder  if  the 
English  teacher  had  not  taken  too  much  to  heart  Emerson's,  "Hitch 
your  wagon  to  a star."  From  a desire  to  have  all  pupils  write  in  an 
artistic  manner,  like  the  old  masters,  and  to  use  in  turn  descrip- 
tion, narration,  exposition,  and  argumentation,  they  descended  to  be 
willing  to  accept  the  "Minimum  Essentials"  in  spelling,  punctuation, 
and  grammar.  This,  however,  has  been  a splendid  gain  because  by 
scientific  investigation  the  true  conception  of  the  work  has  been 
more  nearly  arrived  at. 

The  work  of  the  English  section  also  presents  a splendid  ex- 
ample of  cooperation  between  the  college  and  university  teachers  on 
the  one  hand,  and  the  high  school  teachers  on  the  other.  Fortunate, 
indeed,  was  this  section  to  receive  the  constructive  work  of  Profes- 
sors, H.  G.  Paul,  T.  H.  Briggs  and  J.  M.  Clapp.  These,  in  turn, 
were  fortunate  in  securing  willing  and  intelligent  coworkers  among 
the  high  school  teachers,  whose  schools  furnished  wide  laboratories 
for  investigation  and  experimentation. 

The  High  School  Visitor,  no  doubt,  realized  the  indefinite- 
ness of  the  English  work  and  its  lack  of  standardization,  and  in  or- 
der to  fix  a starting  point,  he  presented  six  propositions  for  the 
discussion  of  the  first  conference. 

"Proposition  1.  Every  high  school  should  offer  four  years 
of  English  and  require  it  of  all  students  not  taking  four  years  of 


-r  to  ■.,.,  'v  ■ ■ /:■'' 

rmsT-."  .■  '«  ^ 


' !hc 


„i,,.  ' ij^.',4 


r t„  . -r^  : :i',V  '.T  , -’  ^ 

;iV*/:..>  , j)\  W ,.  "'■  ■ '*  ' ' 

\-^> 


li  ■ ’ 


i!ii 


W-v' 


,\  'f  '’  , 


^ i'  *.\'  1^  I , ' ^ i Lj|r.  ' * * ^TP»^' * , 


27. 


foreign  language. 

Proposition  2.  In  the  early  part  of  the  course,  special  em- 
phasis should  he  laid  upon  form  and  grammatical  correctness  in  compo- 
sition although  not  to  the  exclusion  of  the  study  of  literary  clas- 
sics . 

Proposition  3.  A good  manual  of  rhetoric  should  accompany 
the  work  of  the  entrance  course,  to  he  constantly  referred  to  as  au- 
thority. 

Proposition  4.  The  selection  of  classics  to  he  read  should, 
as  far  as  possible,  lead  the  student  to  a pretty  clear  knowledge  of 
the  characteristics  of  the  leading  types  of  literature. 

Proposition  5.  For  the  purpose  of  high  school  instruction, 
the  study  of  the  history  of  iCnglish  literature  is  sufficient. 

Proposition  6.  Throughout  the  high  school  course  special 
attention  should  he  given  to  oral  composition  and  good  oral  expres- 
sion in  reading.” 

The  English  section  made  its  approach  to  the  problem  through 
the  following  topics: 

”The  Relation  of  English  Literature  in  the  Grades  to  that 
in  the  High  School.” 

”The  Formal  Study  of  English  and  American  Literature.” 

”The  Teaching  of  Mon-Dramatic  Poetry.” 

"Supplementary  Heading.” 

"The  Study  of  the  Drama  and  The  Novel.” 

"Theme  Vi/ork.” 

"What  Results  May  Be  Expected  from  the  High  School  Course  in 
Rhetoric?” 

The  emphasis  given  by  the  program  to  the  two  kinds  of  English 
work  is  shown  by  the  fact  that  six  numbers  were  devoted  to  Literature 


28. 

and  two  to  Composition.  It  may  also  "be  seen,  that  the  viewpoint  v/as 
largely  from  the  standpoint  of  the  material  of  the  oonrse . 

The  first  paper  in  the  work  of  the  English  section  is  a good 
example  of  what  the  Conference  has  worked  to  get  av/ay  from.  In  the 
first  place,  the  speaker  took  the  attitude  of  an  advocate  of  litera- 
ture, as  if  that  were  necessary.  He  says,  "Teachers  have  been  accus- 
tomed to  justify  its  (English’s)  importance  on  the  ground  of  its  ne- 
cessity as  a medium  through  which  knowledge  is  gained.  It  has  a 
higher  claim  than  this;  it  is  an  end  in  itself  and  the  results  are 
immediate."  In  the  second  place  the  paper  is  bombastic,  full  of 
high-sounding  phrases,  very  indefinite  and  very  theoretical.  It  sel- 
dom names  examples  of  what  literature  should  be  used  in  the  grades, 
but  gives  characteristics  of  this  literature  in  the  phrases  of  a now 
largely  discarded  psychology.  A good  example  of  the  bombast,  but 
not  a hint  as  to  hov/  the  results  may  be  accomplish  is  found  in  this, 
"We  have  laid  before  us  what  seems  to  be  one  of  the  greatest  duties 
of  the  teacher;  for  the  artistic  exaltation  of  the  tastes  and  ideals 
of  life  are  of  infinitely  greater  service  to  mankind  than  the  so- 
called  utilitarial  duties,  important  as  they  are."  As  to  aims,  there 
is  presented  this  very  indefinite  target;  "Notwithstanding  that  the 
general  aim  of  literature,  development  of  the  appreciative  faculty." 
Another  view  of  evidently  the  same  target  is  given  by  this,  "The 
problem  before  us  is  to  train  the  receptive  faculty  which  on  the  part 
of  the  recipient  corresponds  to  the  creative  faculty  on  the  party  of 
the  literary  genius." 

The  preparation  of  the  teacher  of  English  was  viewed  from 
the  standpoint  of  the  material  of  the  subject.  The  first  recommenda- 
tion was  regarding  the  manner  of  speaking  and  reading,  the  second 
was  a list  of  authors  with  which  the  teacher  should  be  familiar,  and 


fc  - \:.y  ' " 


. . ■ i2-  '1V^' 

,.‘v4<t;W^ii^^r:■^  ,x^?’ 

J • 


* ^ 

‘%'.y  1 ■.v'^.'ii^^’J-;’,  ,rc 

' '*  .•— -uiNS-?  '■  i)^_  ■;"■  ^ 


I -ycv' 


<.  V * 


aasj'v'‘'';v  . '-  -^  • '■  i ' iJK^j**-  "*  'v»  ■'  ^1m!l!E'‘W''’  '■" 


29  . 

the  third  was  that  the  teacher  should  have  a regular  college  course 
in  the  subject  with  the  addition  of  a year  of  graduate  work. 

The  paper  on  the  ’’Formal  Study  of  Snglish  and  American  Liter- 
ature” contained  a number  of  definite  recommendations,  but  the  most 
striking  part  is  the  description  of  the  condition  of  the  Snglish  tea- 
cher by  one  that  had  evidently  been  thinking  of  the  aim  of  the  work. 

”So  boundless  is  literature  and  the  methods  of  teaching  it, 
that  the  teacher  is  at  sea,  alone,  with  the  blue  sky  above,  blue  sea 
underneath  and  all  around  a horizon  that  constantly  recedes,  the  pur- 
suit of  which  seems  to  bring  one  no  nearer  land  which,  however,  may 
be  near.  In  the  class  rooms  and  after  school,  in  meditation  the  most 
of  us  have  experienced  that  strange  feeling  of  not  knowing  where  we 
are.  I often  wonder  if  our  students  do  not  frequently  question 
v/hether  we  know  this  thing  or  that,  while  we  are  studying  some  au- 
thor. Do  we  know  whither  we  go?  Do  v/e  know  what  we  are  doing?  Do 
we  know  what  result  we  are  seeking?  Some  there  may  be  who  have  ob- 
tained a literary  compass  and  chart,  but  I feel  that  many  of  us  are 
drifting  hither  and  thither  with  any  wind  that  blows  without  our 
eyes  upon  the  pole  star,  or  without  knowledge  of  direction  or  port. 

V.'e  need  to  have  our  eyes  directed  to  some  common  goal,  and  to  be 

1 

strong  to  strive,  to  seek,  to  find,  and  not  to  fail.” 

Also  on  the  same  subject,  later  in  the  Conference,  Professor 
Baldwin  said,  ”Wo  study  pursued  in  high  school  or  college  is  so  dis- 
organized pedagogically  as  English.  This  is  partly  because  no  study 
is  taught  with  so  comprehensive  a purpose.’’ 

Almost  every  paper  of  this  first  conference  brings  out  the 
fact  that  the  English  work  in  the  high  schools  was  far  above  the 
heads  of  the  pupils,  and  was  organized  upon  the  basis  of  the  English 
1.  A.  H.  Gilmer,  ’’School  and  Home  Education”,  Apr.  1905,  pp . 335-6. 


y . jaairf  iTwwgiii  <;<i^''i'im  v 


’ T 1'  W1 


,ci»,  ^'tnBMrfeT'llArc<>iik 


1^5^  %-v-c.. ' ' 


f;  -T'  N n 


^ ^ .i' 

SJv  ' ■'  ''•>•  ■'  ■ •'  \ :^T^'  ■ '.,t'  _J::'U,  . ■ -'.VT*  ' ' 

I.  I|ji^t.;..  t, « ■ ■,>;■■'•■.'  ' t Ji-.,  '■  ■ r ■ •>  ' 

1 - •;■.„  ■■  ’>.d  \ i/'  ^ ■’8>^  V.'  ' .%''.';tv 

» . '■■  -Jk $'  ■■  .:■■ ' ■ '■■.■>.■:•  - V ' V-'"  :■■:  ■- 


I 3! 


‘\:1  ' ■' 'Ttva-W/ ’ ‘*»’v<.»  v«.! 

,J- :/••"■ -^  ■•'■  ■.  ^ . ... . , 

>j /V  *tbr  ■ 

;i  fv  .tniw-v- ?hi 'Vif?  ■ v>’iir^  j 

I ..x'",  r>  i; ' v. .-rA-' 


30. 


v/ork  in  oollege.  The  English  work  in  college  has  a logical  organiza- 
tion from  the  standpoint  of  the  material.  LTr.  l/Vhitford  in  discussing 
’’The  Teaching  of  Won-Dramatic  Poetry”  stated,  ”By  this  method  pupils 
v;ill  know  that  the  great  developing  body  of  lilnglish  poetry  begins 
somev/here  and  ends  somewhere,  that  it  has  a soul  continually  progres- 
sing with  history.”  And  further,  "Pupils  must  feel  unity  in  the  com- 
position of  poems,  how  Spencer  unconsciously  in  lawlessness  has  def- 
initeness of  plan  in  the  Paerie  Queen;  hov^  consciously  Milton  gives 
two  digressions  in  Lycidas  v^rhich  are  so  artistically  connected  with 
his  pastoral  that  the  elegy  would  be  worthless  without  them.”  Ob- 
viously this  is  beyond  the  comprehension  of  most  high  school  pupils. 

Though  the  work  on  Composition  was  given  only  one  fourth  of 
the  program,  it  is  v^ell  to  note  the  attitude  of  this  first  conference 
upon  this  part  of  the  subject.  Like  that  of  Literature,  the  aim  was 
lofty,  vague,  beyond  the  reach  of  all  but  a fev\7  of  the  most  highly 
gifted  pupils,  and  organized  from  the  standpoint  of  the  material. 
Professor  Baldwin  in  giving  the  purpose  of  instruction  in  English 
in  the  high  school  said,  ”It  is  four  fold:  First,  TO  EWABLE  THE  STU- 
DENT TO  VvRITS  MD  SPEAK  blTH  CLEARNESS,  VIGOR,  AND  GRACE;  second,  to 
acquaint  him  at  first  hand  v/ith  a few  of  the  best  literary  products 
of  English  and  American  thought;  third,  to  cultivate  a sense  of  lit- 
erary style;  fourth,  to  inculcate  a love  of  the  best  literature.” 

Miss  Iddings  of  Bloomington,  gave  directions  for  teaching  high  school 
pupils  to  write  description  and  referred  to  the  writing  of  exposition 
and  argument. 

One  definite  piece  of  work  came  out  of  the  English  section  of 
this  first  conference.  Miss  Apgar  of  St.  Louis  gave  a paper  on  "Sup- 
plementary Reading”  and,  upon  request,  furnished  a list  of  books 


- V I i 


I r'r,  .-^Tiit  ,;ir'-,Yjiy; 

-tirs/y  i cM :,  *■^f,,y:^yfj^l^  -,r 

/^'T.V^  ' r-Vvl^'y^  \ • .'  r^  ‘ 'f  “ 


M -1^'' 

i . * s 


Vs<‘ 


''■f'WM- 


U'4tf>.^-J 


'.  ■ -r*’-  ^ ' ■ ‘■■-’  •.'  r‘-' <..»,4-  ^ 


^ t ‘ • ♦* 

V 0 m * .T*'^^;  i 


for  snoh  work.  It  was  arranged  in  three  groups,  acoordin?r  to  years, 
the  first  year,  the  second  and  third,  and  the  fourth  year.  Under 
eaoh  group,  there  v/as  a further  subdivision  according  to  type,  poe- 
try, fiction,  prose,  essay  or  biography.  This  was  one  definite 
thing  that  could  be  tried  out,  criticized  and  revised.  It  was  the 
basis  of  recommendations  for  supplementary  reading  in  the  High  School 
Manual,  issued  the  year  of  1906-07.  The  list  in  the  Manual  differed 
from  Miss  Apgar's  list  in  that  fourteen  of  her  list  were  omitted  from 
the  Manual.  These  were  noticeably  the  more  difficult  or  less  inter- 
esting. This  list  continued  to  be  recommended  in  the  High  School 
Manual  for  sever  years.  The  English  section,  as  did  the  Physical 
Science  section,  drew  up  a list  of  resolutions.  The  list  was  very 
long,  sixteen  in  all,  and  some  of  a very  excellent  character,  which 
much  later  in  the  history  of  the  Conference  were  brought  up  for  dis- 
cussion. One  asked  from  the  Committee  of  the  College  Entrance  Re- 
quirements for  more  freedom  in  the  choice  of  books.  The  one  that 
brought  definite  results  called  for  the  appointment  of  a committee  to 
prepare  a ’’Progressive  Course  of  Study  in  English  Literature  Based 
upon  Type  Forms”.  The  committee  appointed  at  the  first  meeting  pre- 
pared a course,  presented  it  for  discussion  at  the  second  meeting  of 

the  Conference,  February,  1906.  It  was  adopted  and  printed  in  the 

2 

High  School  Manual  the  following  September.  It  continued  in  the 
High  School  Manuals  of  1907-08  and  1908-09. 

At  the  second  conference  in  February,  1906,  the  English  sec- 
tion discussed  the  following  subjects; 

’’Course  in  English  Literature  Prepared  by  Committee.” 

1.  Miss  Apgar,  ’’Proceedings  of  High  School  Conference”,  1905,  pp.  16-19 

2.  Course  in  English  Literature,  ’’High  School  Manual”,  1906-07. 


'S 


isv: 


*4  ( 


rt’t%( 


■'(' '|Krr*'*^''4  r > ‘-  ,ji'  t ' #4  ’•  * ■■  Vt)i**'-T  ^ ' .:;  *4 ''  7jJ>  / 

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.;^ii 


38 


’’Fourth  Year  English  in  Its  Eolation  to  Freshman  Oollege 
Work . ” 

’’Method  in  High  School  Rhetoric.” 

In  this  program,  it  may  be  seen  that  two-thirds  v/as  devoted 
to  literature  and  one  third  to  Rhetoric.  In  the  third  conference 
held  in  Hovemher,  1906,  there  was  no  English  section.  In  the  fourth, 
held  in  1907,  the  topics  were, 

’’Where  only  fhree  Years  of  -rglish  are  Required  for 
College  Entrance,  What  is  the  Best  Course  to 
Offer  for  a Fourth  Year  of  Elective  r]nglish?” 

’’Vvhat  May  Be  Offered  in  High  Schools  in  the  V.ay  of 
(a)  Public  Speaking,  (b)  Debate,  (c)  Dramatic 
Presentation? ” 

’’The  Relation  of  English  History  to  the  Teaching  of 
English  Literature.” 

The  most  imoortant  action  taken  by  this  section  in  1907  was 
the  move  for  a permanent  organization  to  be  known  as  ’’The  Illinois 
Association  of  Teachers  of  English”.  This  came  from  a general  feel- 
ing that  a continuous  organization  would  be  able  to  accomplish  more 
than  an  interraittant  one.  A committee  was  appointed  to  report  a con- 
stitution. At  the  1908  conference,  a short  constitution  was  adopted 
in  which  the  object  of  the  association  is  stated  thus:  ’’Its  aim 

shall  be  to  foster  the  advancement  and  proper  consideration  of  the 
study  of  English  Literature  and  Composition  in  the  schools  and  col- 
leges of  Illinois.”  A second  important  step  was  taken  at  the  1908 
conference  when  it  v/as  decided  to  issue  a series  of  bulletins,  for 
the  expressed  purpose  of  a definite  formulation  of  a course  of  study 
of  English  for  secondary  schools.  The  purpose  of  such  a course  was 
to  promote  greater  uniformity  in  the  curricula  of  the  various 


33. 


secondary  schools.  Thus,  the  English  section,  after  floundering  for 
a number  of  years,  began  to  move  in  the  direction  of  definite  v/ork. 

Of  course,  it  could  not  clear  itself  entirely  of  the  rhapsodies  of 
a certain  type  of  English  teacher,  hut  these  became  fev;er  and  fev;er. 
Definite  investigation  of  actual  facts  and  conditions  took  the  place 
of  the  mere  opinion  almost  uniformly  initiated  in  the  English  sec- 
tion, with  the  phrase,  "It  seems  to  me". 

The  Bulletin  was  issued  eight  times  a year,  monthly  from 
October  till  May.  It,  as  a rule,  announced  the  program  of  the  Eng- 
lish section  of  the  Conference,  reported  the  meeting,  and  published 
papers  of  merit,  delivered  at  the  Conference.  It  announced  the  plans 
of  the  group  and  kept  the  teachers  in  close  touch  with  the  work  by 
reminding  them,  eight  times  a year,  by  means  of  some  interesting 
article  bearing  upon  the  actual  work  of  the  English  teacher.  In  ad- 
dition to  the  work  of  the  Conference,  discussions  of  different  pha- 
ses of  the  work  were  collected  from  sources  outside  of  the  Confer- 
ence program.  It  served  as  a medium  to  keep  the  English  teachers  in 
touch  v/ith  what  other  English  groups  were  doing.  A copy  was  distrib- 
uted free  to  each  English  teacher  who  was  registered  and  to  all  oth- 
ers whose  names  might  be  secured.  A copy  v;as  also  sent  to  each  high 
school  principal. 

The  Conference  of  1909  may  be  said  to  have  started  the  def- 
inite v/ork  in  English.  A very  valuable  report  was  made  by  Professor 
Paul  as  chairman  of  the  committee  on,  "Outlining  a Course  of  Study". 
The  report  was  largely  the  work  of  Professor  Paul  who  sent  out  a 
questionnaire  to  the  teachers  of  the  state  and,  from  time  to  time, 
sought  advice  from  other  members  of  the  committee.  No  account  of 
the  work  of  the  English  section  is  complete  unless  it  includes  this 
report  of  Professor  Paul.  It  was  a survey  of  the  field.  It  cleared 


&'* .'  ,.J'»i!&7"  ''oft- i«/  •-*t  itstUiil’'.  'i 


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34. 


the  groimd  and  raised  a number  of  questions  for  solution.  The  ques- 
tions raised  occupied  the  section  for  a number  of  years,  and  upon 
some  of  them  definite  scientific  work  has  been  done. 

Professor  Paul’s  Report 

The  field  was  first  divided  into  that  of  Composition  and  Lit- 
erature. These  questions  were  raised; 

Composition. 

”1.  Shall  an  attempt  be  made  to  correlate  Composition 
and  Literature?” 

”E.  To  what  extent  should  other  teachers  take  part  in 
teaching  Composition?” 

”3.  liVhat  proportion  of  time  at  our  disposal  shall  be 
given  to  Composition  and  what  to  Literature?” 

There  was  found  to  be  an  almost  common  agreement 
among  teachers  of  three-fifths  to  Literatirre  and 
two-fifths  to  Composition.  The  committee  were 
also  in  agreement  in  this  matter. 

”4.  How  may  this  time  be  distributed?”  There  was  wide 
difference  of  opinion  on  this,  although  all  might 
be  brought  to  agree  to  one  of  these  two  plans: 

”A.  Two  days  a week  to  Composition  and  three  to 
Literature.” 

”B.  Two  semesters  given  wholly  to  Composition, 
one  in  the  first  year  and  one  in  the  third 
year.  The  remaining  time  given  to  Litera- 
ture vjith  some  writing  once  a week.” 

In  the  discussion  of  this  question,  one  of  the 
great  faults  of  the  Composition  work  was  pointed 
out,  that  the  puoiPs  do  not  feel  that  they  are 


j I>T  * 

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A . f.hrf  KAil>aW,XifWM’!v^V'i*^W  • -W 


35 


making  progress,  that  they  never  feel  that  they 
have  completed  or  mastered  anything  in  Composition. 
”5.  Shall  grammar  be  included  in  the  composition  and  if 
so  when,  and  what  shall  be  its  nature?” 

"6.  Shall  there  be  placed  in  the  fourth  year  a special 

course  in  spelling,  punctuation,  and  letter  writing 
to  meet  the  demands  of  the  business  man?” 

”7.  Shall  a distinct  course  in  public  speaking  be  in- 
troduced? ” 

Literature . 

”1.  Shall  a text  book  in  English  Literature  be  used?” 
Almost  all  answer  this  in  the  affirmative. 

"2.  V^fhat  shall  be  the  method  of  using  it?”  The  commit- 
tee believed  in  dividing  the  work  into  great  per- 
iods and  centering  the  work  around  great  names. 

”3.  Shall  a text  be  used  for  American  Literature?” 

”4.  What  classics  shall  be  selected?”  The  committee 
believed  in  the  College  Entrance  Requirements  as 
a basis  and  gave  reasons.  It  also  gave  some  gen- 
eral rules  for  selecting  a book. 

General  Rules  for  Selecting  a Book. 

”i.  It  must  have  intrinsic  worth.” 

”ii.  It  must  be  teachable.” 

”iii.  There  should  be  samples  of  the  different  types. 


Epic 

Lyric  and  Narrative  Poetry 

Drama 

Essay 

Novel 

Oration 

”iv.  It  must  be  representative  of  great  periods  and 
great  authors. 


36. 


”v.  Some  American  works  should  be  included.” 

"vi.  The  book  must  be  suited  to  the  age  of  the  pu- 
pil.” 

”5.  At  v/hat  place  in  the  course,  shall  the  various  books 
be  used  after  all  selections  have  been  made?” 

”6.  To  what  books  on  the  College  Entrance  Requirements’ 
list  have  objections  been  made  most  frequently?” 
Professor  Paul  reported  ”Vicar  of  Vi/akefield” , "Mid- 
summer Right’s  Dream”,  Milton’s  Minor  Poems  for 
study”,  and  ’’Speech  on  Conciliation”. 

”7.  Hov/  many  classics  shall  be  studied  a semester?” 

”8.  liVhat  is  the  tendency  in  the  selection  of  books?” 

The  finding  was  that  there  v/as  a tendency  towards 
fewer  selections  for  study  and  a greater  use  of 
supplementary  reading. 

”9.  Ho\v  far  shall  the  instructor  attempt  to  correlate 
the  work  ?/ith  other  subjects?” 

Professor  Paul  gave  some  discussion  of  each  question,  and  the 
opinions  of  teachers  and  members  of  the  committee  were  given  when 
they  could  be  secured.  More  important  than  the  report  was  the  rais- 
ing of  definite  problems  upon  which  the  section  could  v/ork.  Follow- 
ing the  reuort  a number  of  these  problems  were  discussed.  These  dis- 
cussions showed  the  section  to  be  slowly  working  toward  definiteness 
and  forming  plans  to  get  data  upon  which  to  base  solutions.  There  is 
evidence  that  many  conservatives  were  present.  They  gave  the  old  arg- 
uments for  the  traditional  courses  and  methods,  with  no  evidence  to 
support,  but  mere  opinion,  invariably  introduced  by  the  weak  and  apol- 
ogetic phrase,  ”It  seems  to  me”.  The  most  fruitful  discussion  cen- 
tered about,  ”A  Special  Course  in  Grrammar,  Punctuation,  Spelling  and 


Oral  Composition”  and  ”The  Selection  of  Books  from  the  Required 
List” . 


37. 


To  illustrate  that  the  leaders  of  the  English  section  were 
calling  for  definiteness,  below  is  given  what  Mr.  McGonn  said  con- 
cerning a special  coarse  in  Grammar,  Punctuation  etc. 

”’A  Special  Course’  --  at  the  least  a little  more  specializa- 
tion v/ithin  our  field  seems  to  me  one  of  our  crying  needs.  At  pres- 
ent, we  teach  only  ’English' , meaning  by  that  magic  word  first  of 
all  criticism,  in  the  sense  of  intelligent  appreciation,  and  then 
composition,  the  two  ’simultaneously’;  during  a part  of  the  course, 
we  include  the  history  of  English  literature , or  of  American  litera- 
ture, or  both,  also  ’simultaneously';  and,  if  a proposition  now  free- 
ly advocated  is  adopted,  we  shall  add  English  and  American  history, 
perhpas  general  history  and  civics,  to  the  team  we  have  to  drive. 

All  these  ’simultaneously’.  In  the  meantime,  there  are  grammar, 
punctuation,  and  spelling,  together  with  oral  reading,  a good  deal 
of  biography,  and  perhaps  word-study,  to  be  taught  ’incidentally’. 
’Simultaneously’  and  ’incidentally’--  behind  these  pet  v/ords  of  ours, 
lie  the  roots  of  our  inefficiency.  V/e  are  continually  trying  to  do 
from  six  to  ten  things  at  once.  That  is  one  reason,  too,  why  Eng- 
lish classes,  not  being  able  to  see  what  they  are  doing  or  v/here 
they  are  heading,  are  so  often  discontented  with  the  subject;  and 
one  reason,  finally,  for  our  general  failure  in  results,  complained 
of  on  every  side  by  business  men,  newspapers  and  parents." 

The  course  that  Mr.  McConn  called  for,  is  the  course  that  the 
work  of  the  Conference  took.  The  tendency  was  to  analyze  the  mater- 
ial of  English  and  to  define  its  different  parts  more  accurately. 

This  paper  will  follow  the  development  of  the  different  lines  of  work 
separately,  but  the  unifying  principles  throughout  all  the 


^ M A' 

s » jfm-  - 


y »-  ^ ■.y-yV:- ,,  - 

|r-  I : ;«■  ; "A^S&Sj'-e-  f ■ ■’ 

••'  r 8P  V'V'-^"’ ***  ■^.^i''  '.  *' . ,*'  '*•''  "'•^■.'v  ... ' . '^SSsi^KJ  tfS"'  ,’■  ■ ’:'\^  vil^H^I  . *■  ’'.  1 w)  i#,‘'i;^'  /| 


38. 


development  is  the  growth  tov/ard  definiteness. 

In  the  early  programs,  the  Literature  received  the  major  at- 
tention. In  the  latter  programs,  the  Composition  received  the  major 
attention.  This  was  in  line  with  the  English  development  elsewhere. 
In  the  discussion  of  composition,  oral  composition  was  first  advoca- 
ted prominently  hy  Professor  J.  M.  Clapp  in  the  April  Bulletin  of 
1910.  It  is  in  the  discussion  and  development  of  oral  composition 
that  some  of  the  most  distinctive  work  has  been  done  by  this  sec- 
tion. That  Professor  Clapp  looked  away  from  the  artistic  material 
of  the  classics  long  enough  to  see  the  pupils  that  are  usually  found 
in  the  high  school  classes  is  evidenced  when  he  said,  ”Vie  may  admit, 
perhaps,  that  some  blind  feeling  for  artistic  form  in  speech  and  wri- 
ting is  instinctive,  one  of  the  'inalienable  rights'  but  we  must  ad- 
mit also,  I fear,  that  v/ith  most  persons,  everywhere,  the  instinct 
is  well-nigh  smothered  by  anti-literary,  anti-artistic  environment." 
He  gave  arguments  for  two  kinds  of  oral  work,  oral  composition  or, 
as  he  named  it  talking,  and  oral  reading.  His  argument  was  as  fol- 
lows ; 

"I  believe  that  in  this  work  we  have  been  for  a generation 
neglecting  a most  important  means.  \Ve  have  been  trying  to  teach 
writing,  but  we  have  omitted  almost  wholly  to  teach  talking.  Yi/e 
have  been  making  our  pupils  analyze  masterpieces  of  literature,  but 
v;e  have  neglected  a very  obvious  means  of  interpreting  these  books. 
V/hile  we  have  been  trying  to  explain  to  our  classes  the  diction  and 
the  sentence-structure,  the  plotting  and  the  character-drawing,  the 
moral  and  the  aesthetic  significance  of  the  great  and  subtile  works, 
composed  v;ith  cunning  manipulation  of  language,  with  severest  obser- 
vance of  the  idiomatic  laws  of  our  difficult  speech,  have  v/e  not  too 
often  forgotten  that  our  pupils  have  but  slight  command  of  the  spoten 


I 


iX  & 


••  », 


•ii  . 


>«•  ...  •^  ' 


*:  - i- 


>■< 


aid. 


S' 


39  . 

language  on  which  this  elaborate  superstructure  called,  literature  is 
built?  Their  own  talk,  vrhich  they  picked  up  at  home  and  which 
serves  them  through  the  day,  is  rough  and  careless,  filled  with 
slang  and  vulgarisms.  If  they  do  not  talk  correctly  and  gracefully, 
if  they  have  only  that  rude  instinctive  sense  of  the  artistic  attri- 
butes of  speech,  how  can  they  write?  How  can  they  appreciate  the 
art  of  elaborate  written  language?  Would  they  not  be  aided  if  they 
were  given  instruction  in  spoken  language,  as  careful  and  as  intelli- 
gent as  is  the  instruction  in  writing?  Is  it  wise  to  leave  one  en- 
tire side  of  literature  study  in  the  hands  of  the  elocutionists?  One 
is  reminded  of  the  plea  of  the  old  divine  for  the  improvement  of  the 
music  in  the  chirches,  that  he  did  not  want  the  devil  to  have  all  the 
good  tunes.”  ”0ral  exercises  help  the  student  to  use  language  idio- 
matically and  to  recognize  the  idiomatic  element  in  literature.  Ex- 
ercise in  talking  helps  him  to  write  better,  and  exercise  in  reading 
aloud  helps  him  to  read  books  v/ith  a qiiicker  and  more  intimate  com- 
prehension . ” 

At  the  Conference  of  1910,  a committee  appointed  to  investi- 
gate public  speaking  reoorted  upon  the  status  of  public  speaking  in 
Illinois  high  schools  and  gave  recommendations.  As  a rule,  it  was 
found  that  little  or  no  public  speaking  was  being  done  and  the  com- 
mittee made  the  following  recommendations: 

"I.  It  is  the  sense  of  this  Association  that  every  Illinois 
high  school  should  make  some  provision  for  training  its  pupils  in 
the  proper  oral  use  of  the  English  language. 

”11.  It  is  desirable,  that  teachers  of  English  should  them- 
selves be  fitted  to  give  instruction  in  oral  English,  though  there  is 
no  serious  disadvantage  in  leaving  such  work  to  a special  teacher, 
provided,  that  it  be  closely  correlated  to  the  work  in  written 


- -vvH4^ii^-k!i 


40. 


composition  and  literature. 

”111.  It  is  highly  desirable,  that  all  high  school  teachers 
of  whatever  subjects,  should  lay  especial  emphasis  upon  clearness 
and  correctness  in  reading  and  reciting. 

”IV.  At  least  one-fifth  of  the  high  school  work  in  English 
should  be  devoted  to  oral  composition  and  reading  aloud,  with  par-  , 
ticular  reference  to  the  correction  of  faults  in  articulation,  pro- 
nunciation, and  voice  quality. 

”V.  It  is  recommended,  that  in  all  institutions  fitting  tea- 
chers to  give  instruction  in  high  school  English,  courses  in  reading 
and  speaking  be  required  as  a pre-requisite,  to  endorsement  for  posi- 
tions. 

”VI . This  Association  is  in  hearty  sympathy  vfith  other  pub- 
lic speaking  activities  within  the  school,  such  as  debates,  declama- 
tion and  oratorical  contests,  dramatic  performances,  literary  socie- 
ty v/ork,  etc.,  provided  always,  that  they  be  under  the  supervision 
of  teachers,  and  that  they  be  conducted  sanely  and  without  artific- 
iality and  affectation. 

”VII.  It  is  believed  that  inter-high  school  contests,  in- 
cluding debates,  and  oratorical  and  declamation  contests,  present 
grave  dangers,  but  that  if  carefully  superintended  and  strictly  lim- 
ited in  number,  they  may  be  found  to  ansv/er  the  double  purpose  of  af- 
fording training  in  public  speaking  and  lightening  the  over-emphasis 
likely  to  be  placed  upon  athletic  contests. ” 

Between  the  1910  and  1911  meeting's,  the  Bulletin  published, 
in  April,  a very  important  and  influential  paper.  It  was  a report 
on  "English  Composition  Teaching”  by  a committee  of  the  Modern  Lang- 
uage Association.  This  committee  had  used  the  scientific  procedure 
in  collecting  data  from  many  v/idely  distributed  sources  concerning 


. 3- 

^1y  Co'-tlO'Cr, 


rfir 


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? J 


J 'Is 


# .'.' V.v;' vcc  «:■  f ■>  ;;•  j .> ^ ' plS  . 


'4|2 


41. 


composition  teaching.  Its  results  were  startling.  After  the  discus- 
sion of  years  concerning  the  amount  of  time  to  he  given  to  composi- 
tion, whether  devoting  two  days  a week,  or  two-fifths  of  the  time 
as  advocated  in  some  other  manner,  this  report  revealed  that  the 
English  teachers  had  not  been  giving  this  amount  of  time  to  Composi- 
tion. It  was  an  impossibility.  The  outstanding  fact  of  the  report 
was  that  the  English  teachers,  strive  as  they  might,  even  to  the 
point  of  physical  exhaustion,  could  not  grade  the  papers  in  the  Com- 
position work.  The  establishment  of  this  fact  alone  called  for  an 
entire  revision  of  the  Composition  work  and  accounted  for  much  of 
the  failure  to  get  good  results.  To  the  question,  in  the  investiga- 
tion, ''What  is  done  with  the  excess  manuscripts  that  cannot  be  read?” 
the  follov;ing  answers  were  given: 

a.  Skim  it  mostly. 

b.  Credit  it  unread. 

c.  Destroy  it. 

d.  Use  it  for  general  class  discussion. 

e.  Turn  it  over  to  readers  to  grade. 

It  is  easy  to  see  that  every  solution  offered  is  unv/orthy. 
Teachers  must  find  some  way  to  require  less  written  work.  The  ques- 
tion has  been  raised,  ”Can  oral  work  largely  replace  the  written  work 
in  Composition?” 

An  experiment  on  composition  was  arranged  by  a committee  of 
the  English  section  with  J.  M.  Clapp  as  chairman.  It  reported  at 
the  Conference  of  1913.  The  material  of  a semester’s  course  in  com- 
position was  arranged  in  such  a way  that  one  section  of  a first  year 
English  class  might  carry  on  the  work  as  written  composition  and 
another  section  might  carry  on  practically  the  same  work  as  two- 
thirds  oral  and  one-third  written.  This  was  a very  interesting 


. JL- 


42. 


experiment  and  v/ill  be  discussed  later  under  the  topic  "Scientific 
Investigations".  The  result,  as  will  be  seen,  hovirever,  gave  an  ad- 
ded argument  for  oral  composition. 

In  this  course  in  oral  composition,  however,  the  authors 
could  not  wholly  give  up  the  type  forms  of  narration,  description, 
and  exposition.  Still,  after  the  experiment  had  been  tried,  this 
recommendation  was  made:  "The  method  should  be  in  the  early  years 

at  least,  to  say  little  about  rhetorical  distinc tionsregarding  the 
four  kinds  of  composition:  narration,  description,  exposition  and 

argumentation.  In  the  first  year  at  least,  it  does  not  matter  wheth- 
er the  boys  and  girls  know  the  words,  narration,  description,  etc., 
at  all."  The  secretary  of  the  Association,  Professor  Baldwin,  went 
one  step  further.  He  said,  "I  vrould  have  the  teacher  go  further 
than  the  suggestion  of  the  committee,  that  the  teacher  should  not 
bother  the  pupils  the  first  year  with  the  forms  of  discourse.  I 
would  have  them  throw  formal  rhetoric  to  the  winds  and  instead  give 
the  pupil  constant  practice  in  the  oral  expression  of  ideas  acquired 
by  attentive  reading  of  a carefully  selected  list  of  weekly  periodi- 
cals . " 

The  next  development  of  the  oral  composition  movement  v;as  to 
give  attention  to  the  mechanics  of  speech.  At  the  Conference  of  1914 
Professor  J.  M.  Clapp  spoke  upon,  "The  Speaking  Voice".  "Teachers 
of  Snglish",  he  said,  "are  at  last  approaching  one  part  of  their  du- 
ty which  is  most  fundamental,  but  v/hich  they  have  generally  shirked, 
the  improvement  of  the  speech  of  their  pupils".  The  next  suggestion 
made  by  Professor  Clapp  was  about  ’oral  forms’.  It  is  a novel  idea. 
He  took  the  training  of  the  telephone  girl  as  an  example.  She  is  gi- 
ven a certain  number  of  ansv/ers  to  apply  to  the  questions  that  come 
to  her  most  frequently.  These  are  well  .framed  answers  and  she  is 


.V-  ■ .sf '.- ' ,f^jc:r  ^ } \,  n?^j 

\.  ' - . -^  ■ - ' . ‘ 'I . ■ ' •■ 


-(p ' 


iM- 


Eia'; 


43. 


trained,  to  enunciate  the  word.s  distinctly  in  a pleasant  tone  of 
voice.  "Why  not",  ilr.  Clapp  asked,  "help  our  pupils  organize  and 
give  them  drill  in  oral  forms  to  answer  much  of  the  routine  affairs 
of  life?" 

Oral  speaking  called  for  training,  not  only  during  the  class 
recitation,  but  outside  of  it.  It  was  necessary  to  enlist  the  aid 
of  the  other  teachers,  and  even  that  of  the  home.  A consideration 
of  this  leads  to  the  "Minimum  iilssent ials" , "Better  English  Week" 
and  related  subjects  which  are  discussed  under  another  topic. 

The  report  of  Professor  Paul  at  the  Conference  of  1909,  has 
been  referred  to  as  one  that  raised  many  questions,  and  as  one  that 
gave  the  direction  of  the  work  into  the  field  of  scientific  investi- 
gation. Following  this,  at  v/hat  seems  to  have  been  the  fit  time  for 
such  a paper.  Professor  Bagley  gave,  at  the  opening  of  the  1910  Con- 
ference, a paper  entitled,  "Science  as  Related  to  the  Teaching  of 
Literature".  He  advocated  the  application  of  scientific  principles 
to  the  teaching  of  English  and  he  emphasized  especially  the  impor- 
tance of  securing  data  for  the  solution  of  problems.  "Lata",  he 
asserted,  "should  be  secured  by  testing  under  conditions  of  control." 
This  paper  av/akened  much  interest  and  discussion.  Mr.  McConn  was 
asked  to  present  a definite  problem,  capable  of  solution  by  the  co- 
operative statistical  method  described  by  Professor  Bagley.  This 
action  shows  that  the  English  section  had  found  their  bearings  and 
were  fulfilling  in  a very  excellent  manner  the  purpose  of  the  Con- 
ference . 

Mr.  McConn  proposed  his  problem  and  secured  the  promise  of 
cooperation  from  a large  number  of  teachers.  Much  had  been  said  con- 
cerning v/hat  classics  should  be  read  in  the  English  course.  Mr.  Mc- 
Conn’s proposal  was  simply  to  find  out  the  pupils  opinion  concerning 


I 


'*  *i/A  I -'^'•j^''’  ^ • ”- ' " '^'  . ' '•  V .*^1'  ' ' •V'l 

-*-■  ■ ■■■■  J 


‘ ' •‘^'  '•  ^ .■'!  ?■:’■  ' ■ ^ • .’  ■ t'-.  ' ■•^  ...  •■. 

On  . ^ . ‘Ykn  ,i>P'  \ t ’iitiK  **,  • la.' Tin ‘r  ’ a V-i;,  . \ftJL  -■ 


.■  ' 


— r%itr-Tn  r ■■■-;- Tf^.-a-.-i^,,.  V-  -.~  - • **.  ••■ 


!>i  u 


44. 


the  books  which  they  had  read.  The  teachers  were  asked  to  take  ten 
or  fifteen  minutes  time  v/ith  their  classes,  sometime  near  the  close 
of  the  first  semester,  and  ask  the  pupils  to  rank  in  order  of  their 
preference  the  three  or  four  books  studied  during  the  semester.  This 
was  to  be  repeated  near  the  close  of  the  second  semester.  The  report 
of  Mr.  McConn  upon  this  investigation  was  the  imoortant  topic  of  the 
1911  Conference.  After  throwing  out  all  that  did  not  suit  condi- 
tions, Mr.  McConn  had  rankings  from  5,803  sti:dents  from  209  high 
school  classes,  which  were  tabulated  and  interpreted  very  carefully 
by  him.  His  v/ork  is  a splendid  example  of  the  application  of  sci- 
entific method  to  the  securirjg  and  the  interpreting  of  data. 

The  most  important  result  of  his  work  was  the  selection  of 
two  groups,  those  that  were  ranked  highest,  and  those  that  were 
ranked  lowest.  The  first  ten  books  in  order  of  their  ranking-  were 
given  first  by  from  one-third  to  one -half  of  those  that  read  them 
and  last  by  from  one-tenth  to  one-seventh. 

Table  of  First  Ten  with  Percentage  as  to  Rank 


Tale  of  Two  Cities 

89% 

Last  of  Mohicans 

GO 

Ivanhoe 

8Z% 

Hamlet 

82%o 

Enoch  Ard-en 

eifo 

Silas  Manner 

o 

CO 

Macbeth 

19% 

Lady  of  the  Lake 

ll%o 

Merchant  of  Venice 

74 . 8%o 

Idyls  of  the  King 

l'd.8'fo 

45. 


The  last  twelve  books  were  ranked  first  by  from  one-tenth  to 

one-seventh  and  last  by  from  one-third  to  one-half. 

Table  of  Last  Twelve  Books  Vuith  Peroentage  as  to 

Rank 


De  Goverly  Papers 

59% 

Illiad 

58,  &% 

Twelfth  Right 

58% 

Palgrave 

54^ 

Ghaucer 

CJI 

Franklin’s  Autobiography 

5Z>%> 

Macaulay’s  Johnson 

52 . 5%o 

Deserted  Village 

52% 

Ancient  Mariner 

52% 

Sesame  and  Lillies 

51,5% 

Essay  on  Burns 

50%) 

Emerson’s  Essays 

48^ 

Mr.  McConn  then  raised  the  question,  "Is  there,  then,  any  oharaoter- 
istic  that  is  common  to  those  ten  diverse  books  at  the  top?"  "Is 
there  a common  characteristic  to  be  found  in  the  twelve  books  of  the 
other  group?"  "Are  these  two  groups  by  any  chance  antipodal?"  He 
suggested,  that  the  popular  books  in  this  list  were  uniformly  books 
containing  vivid  and  dramatic  presentations  of  human  life  v/ith  strong 
ethical  import  while  those  that  were  distinctly  disliked  were  those 
in  which  the  primary  appeal  was  aesthetic,  stylistic,  and  those 
which  conveyed  their  message  indirectly  through  their  beauty  or  their 
humor,  or  which  presented  human  life  not  with  bold  plainness  but  del- 
icately, lightly,  subtly. 

There  v/as  a stirring  discussion  of  the  value  of  the  report. 
Mr.  McGonn  was  asked  if  he  thought  the  opinion  of  the  pupils  should 


■'I 


t. 


f' 


I*  n 

:*  ..  S ^',  "■“•....i‘.  «r^'.,.  ' •.  53k^  .'i-  >u  ,'  '4 


[♦■•r^r  ..V  > 


■ l‘  *vji  '■■* 


i'.  p,  I 


I 


‘•^2?r 


..  ki^:' 

* *i.‘. 


A' 


4 J* 

' ".c  ^ 


* \ ■ ^Fit^tX  lid : f(.t  e V • J '.' 

- . «o,  ,sa4lf7 


rn>.,  **oi  •<.';.  ; 

s Q ■ : ' '>', ' 

'''niT* 


46. 


be  regarded  to  such  an  extent  that  the  diet  should  be  modified.  He 
replied  that  he  would  drop  the  last  twelve  from  his  reading  list. 
There  was  strong  opposition  to  this  but  Mr.  MoConn  replied  with 
strong  counter  argument.  The  value  of  his  report,  however,  does  not 
lie  so  much  in  the  interpretation,  which  is  open  to  difference  of 
opinion,  as  in  the  definite  data. 

The  result  of  the  next  investigation  was  reported  to  the  Con- 
ference in  1912  by  W.  W.  Hatfield,  chairman  of  a committee  appointed 
to  make  the  investigation.  The  work  was  similar  to  that  done  by  ilr. 
MoConn,  but  it  was  not  so  simple.  The  answers  could  not  be  so  clear 
cut  and  chances  for  error  due  to  a larger  field  investigated  were 
greater. 

Three  questions  v/ere.  sent  to  high  school  graduates.  A num- 
ber of  the  high  school  teachers  cooperated  in  the  sending  and  the 
gathering  of  the  ansv/ers . The  questions  were,  ’^1.  Y/hat  parts  of 
your  high  school  training  in  speaking  or  writing  English  have  been 
of  most  use  to  you  in  your  business  or  social  relations  or  in  future 
study?  2.  Vrfhat  parts  have  been  of  little  use  to  you  in  these  ways? 

3.  Has  your  experience  shov/n  that  there  was  something  left  out  of 
your  training  that  should  have  received  greater  emphasis?  If  so, 
what? ” 

A careful  study  of  the  report  will  reveal  many  things,  but 
the  following  are  some  of  the  most  striking  revelations:  The  pupils 

believed  that  the  most  benefit  was  received  from  those  things  that 
furnished  them  v/ith  the  practical  training  for  life.  These  were  be- 
believed  to  be  grammar,  punctuation,  spelling  and  the  choice  of 
v/ords.  Letter  v/riting  occupied  a high  place  and  greater  value  was 
placed  on  oral  than  on  v/ritten  composition.  Strongest  disapproval 
was  expressed  for  long  themes,  rewriting,  dictation,  and  the  study 


u ttt-i^,  W.Si>W4iio' 

sr  ' ; •,  ^ '■■- . : 44  m0' 


i^k,p  .'.o?, 


I’  - 

^•*rf^  ^ ; >•. V ■. ;j^i. . ..fco  .u-(k  J 


47. 


of  models. 

No  one  would  say  that,  what  the  graduates  think  about  their 
own  work,  should  be  the  only  thing  considered,  but  in  solving  the 
problems  of  English,  a body  of  definite  data  such  as  given  in  the 
above  report  should  be  taken  into  consideration  along  vath  other  da- 
ta . 

/mother  question  was  asked,  the  replies  to  which  shed  some 
light  upon  a question  that  received  much  discussion  in  some  of  the 
earlier  conferences.  It  was  concerning  the  relative  amount  of  time 
given  to  composition  and  to  literature.  At  that  time,  a resolution 
was  adopted  based  entirely  upon  the  opinion  of  the  teachers,  giving 
two-fifths  time  to  composition  and  three-fifths  time  to  literature. 
The  question  was,  ''Do  you  think  the  division  of  time  between  compo- 
sition and  literature  is  the  best  possible.  Twenty-four  asked  for 
more  literature,  forty-one  thought  that  no  change  v/as  needed,  and 
one  hundred  and  thirteen  wanted  more  composition. 

The  important  work  in  English  of  the  1913  conference  was 
the  report  by  Professor  J.  M.  Clapp  of  the  experiment  of  trying  out 
a definite  course  in  oral  composition  in  the  second  semester  of  the 
first  year.  In  another  section,  the  usual  work  in  written  composi- 
tion v/as  to  be  carried  on.  The  work  of  the  tv/o  sections  was  to  be 
tested  by  four  test  themes  v/ritten  at  different  times  in  the  semes- 
ter, and  by  the  opinions  of  the  teachers.  Enough  teachers  tried  the 
experiment  to  show  results.  A longer  use  of  the  work  by  teachers 
that  had  gained  experience  v/ould  no  doubt  show  more  striking  results. 
The  report  is  valuable  because  the  test  papers  furnish  a mass  of  def- 
inite data.  It  has  been  turned  over  to  the  Department  of  Education 
and  it  may  be  worked  over  again  for  further  deductions. 

The  committee  made  the  following  suggestions: 


V '■  ’:t',e>'  "■'7  . 

«,,H/.'  '.cJM  .Ti' i,i5.  •■..-■k.;,.,--,*.' not  w o-'ifeja^ 

Tsv.a.  ■ ■••  * ■ '-  T ' vi*>  iasSSy * 


• , ji 


yr  . r,-/  • * .■  ■ •,  m'  f r^,y^ 


H'l#’  " *’•.  ' ' ‘ '<  ■ '.  • * ' • ' t'  Vi?  • ‘‘Jii(‘' 

•*  '"■  • • ’ \*  •fib i<t’ ti^v 

Ait*-  V.  .-*A  .yv-  4i^i^  ;;X<vtit:tu  ^ 


jsir  *'  i,  f ■ • < •'!vf i t 

Si'  tci'<4j  '.in 

; V ^.;V‘  , ^Sr  :,  ;?fc!  Vf 


'.f f 

...y-Ut.--M_ :* l-....-.^  .f.  ,,  :»  ■ 


--  w'  lf»3'F5Wp'  ^..2^~---— 


48. 


"1.  That  oral  composition  combined  with  written  composition 
be  adopted  as  a regular  part  of  the  Bnglish  work  throughout  the  high 
school  course,  the  proportion  of  written  and  oral  themes  to  be,  in 
general  in  the  first  year,  two  thirds  oral  and  one  third  written, 
the  written  themes  generally  to  be  made  from  previously  given  oral 
themes;  in  the  second  year,  one  half  oral  and  one  half  v/ritten;  in 
the  third  and  fourth  years,  one  third  oral  and  two  thirds  written. 

"2.  That  regular  allowance  be  made  by  the  school  authorities 
in  the  daily  session  for  time  for  oral  conferences  equivalent  to 
five  minutes  v/eekly  per  pupil.  This  is  not  an  extravagant  demand  to 
make  upon  school  authorities.  But  it  would  relieve  the  teacher  of 
the  greater  part  of  manuscript  correction  at  home.  The  result  would 
appear  at  once  to  be  more  vitality  and  better  work  on  the  part  of 
the  teacher.  The  general  improvement  of  the  pupil’s  writing,  speech, 
and  interest  in  their  studies  v;ould  soon  be  noticed  by  the  parents 
and  bring  the  approval  of  the  school  authorities. 

”3.  That  as  to  the  content  of  the  composition  program,  the 
method  should  be,  in  the  earlier  years  at  least,  to  say  little  about 
rhetorical  distinctions  regarding  the  four  kinds  of  composition: 
Narration,  description,  exposition  and  argumentation,  but  rather 
through  all  the  forms  in  a series  of  exercises  planned  to  fit  in 
with  the  pupils  natural  interest.  In  the  first  year,  at  least,  it 
does  not  matter  whether  the  boys  and  girls  knov/  the  words,  narra- 
tion, description,  etc.  at  all.  The  point  is  to  keep  them  thought- 
fully interested  in  a series  of  real  little  problems--definite  prob- 
lems, each  v/ith  a definitely  conceived  topic--connected  with  their 
ovm  life  in  school  and  out.” 

?our  other  suggestions  were  offered  by  the  committee:  ”{a) 
That  large  use  should  be  made  of  the  group  method  and  group  rivalry 


; 


49  . 

especially  in  the  first  and  second  years,  (b)  That  large  use  should 
be  made  of  narrative-expository  and 'descript ive-expos itory  exercises 
(descriptions  and  explanations  that  are  of  real  objects  and  familiar 
processes  of  daily  life)  in  the  first  and  second  years,  (c)  That 
large  use  be  made  of  dramatic  and  dialogue  exercises,  particularly 
in  the  second  and  third  years,  but  also  in  a simple  form  in  the  first 
year,  (d)  That  aesthetic  exercises  and  what  are  often  called  incor- 
rectly, ’imaginative’  exercises,  ( ’fancy  narratives  and  descriptions’) 
should  be  used  sparingly,  rather  to  give  variety  to  the  work  and  by 
way  of  reward  of  special  merit  in  the  pupil  than  as  the  regular  sub- 
stance of  any  part  of  the  course.” 

The  committee  felt  that  the  tree  questions  raised  by  the 
problems  had  been  ansv/ered. 

The  relative  amount  of  labor  entailed  upon  the  teacher  by 
v;ork  in  oral  and  by  work  in  written  composition  was  shown  to  be  less 
for  oral.  It  was  evident  that  experience  in  oral  composition  would 
enable  the  teacher  to  make  the  labor  even  less  in  oral  composition- 

”To  what  extent  is  proficiency  in  oral  composition  carried 
over  into  written?”  It  is  carried  over,  more  than  written  is  carried 
into  oral. 

That  the  other  benefits  of  oral  are  sufficiently  great  to 
v/arrant  the  subject  being  introduced. 

It  will  also  be  seen  that  the  tendency  to  pay  little  atten- 
tion to  the  forms  of  discourse  is  marked. 

The  session  of  1914  was  occupied  v/ith  another  piece  of  sci- 
entific work.  This  was  an  investigation  of  the  preparation  of  high 
school  teachers  of  English.  While  fruitful  and  opening  up  many  prob- 
lems, it  lacked  in  definiteness  what  some  earlier  investigations  re- 
vealed. A questionnaire  ?/as  sent  out  but  the  answers  to  several 


SaiJSfcV  • ■■'■ 


• f ■ . ■ ' 


:-i  -_....  '«.  , '.^  --  ■’*'  ■-'  .'“  "*t-’'  ’ • V,  ..V  . ,‘.  *S.  ,,._  - _ \^m 


I . ( fejjf'ii  Jt  iV-t-v  •'R '■4^'^jlj'i 


f‘:'»iW't’‘'M' ;■);■*''  ir.-<A'.tfifWi*l.  H'(SVi('./jcJs}  .Aw?^  .Mw  ^to<*«e<M(iHjy r.itfWi^ ^ 

1 !<•'  V '-.'.  ,■  ■'  •' , '*3:'  - ■ 

■&-.5 .•  i.-.*-»  ^ ...t-fc.  i-  ^ v.;ii.cL^N  . .V.  -'  . . "''•'.It •i.F.iWr^j; 


^ rk'^!i‘-'^'’'l^3iri--  ■ ,.^r-.,  .-Tvr.-- 


.'  Ti  t^sJ-S 


' V>'’^'-^>  6( ' ' '^. '/  •;  .',  Yt-',  ’*‘"JE  ''f-  ■“  . *'  - 

^if 4 (i ; 


siaX' 


jK!*. 


- j^;  ‘ *:ar  ^ . ..  * iwii'.vn  .•  km-.  ««—  '’• 


w 


50. 


q^uestions  called  for  opinion,  which  is  not  a very  definite  thing  up- 
on which  to  "base  a scientific  investigation.  It  revealed  that, 

”1.  Most  of  the  institutions  of  higher  learning  in  Illinois 
were  not  doing  a great  deal  tov/ards  preparing  students  as  special 
teachers  of  English  and  that  they  might  well  he  asked  to  consider 
whether  it  were  desirable  and  feasible  for  them  to  undertake  more 
extensive  and  systematic  work  of  this  character. 

That  almost  every  thing  in  the  teachers'  college  course 
in  English  may  and  very  often  did  prove  of  value  to  him  in  the  class 
room;  but,  that  the  greatest  help  has  come  from  general  survey  cour- 
ses, Shakespeare,  American  literature  courses  for  teachers,  and  cour- 
ses in  composition. 

"3.  These  teachers  have  found  that  among  their  courses  other 
than  English,  their  work  in  history  has  been  of  greatest  value;  next, 
their  work  in  foreign  languages,  especially  in  Latin;  and  that  their 
courses  in  philosophy  and  education  have  also  proved  helpful.  Eewer 
of  them  testified  as  to  the  value  of  piitical  and  physical  sciences. 

"4.  Those  who  have  taken  courses  in  education  requiring 
practice  teaching  have,  generally  speaking,  found  them  very  helpful; 
and  a large  majority  of  them  favor  such  courses  for  teachers  of  Eng- 
lish, to  be  given  preferably  by  a member  of  the  department  of  English. 
The  majority  of  them  also  believed  that  such  a course  would  be  equal- 
ly helpful  in  literature  and  in  composition.  There  was  no  general 
agreement  as  to  whether  such  a course  would  prove  most  helpful  after, 
before,  or  during  a period  of  actual  teaching  experience.  Different 
answers  emphasized  the  peculiar  value  of  such  work  at  various  sta- 
ges of  progress.. 

"5.  Of  the  possible  additions  to  the  college  curriculum,  de- 
sirable for  teachers  of  English,  the  chief  demands  were  for  five 


.jktr55^  e^‘ 


I i •'  ■ T ;*AV* r;t?-  V JA’3^  n‘  , ■*  ' 


V''  * * ' '»-^  A *"  I.  ■ ' b >ic^%'ejii  i-:^ 


Sf■^  ^ • • r-^^'M'  ai  A «C'ir'<5cX'  :»> 

..  V.- -V .. , >.'  • ..  ' ’ -.■'■■Vi^^.  " ■ ' ■: 


B%V  • •‘- '•■’^-  ■•  *' ■•.. .. • ’K  • L-'  •.  M'  ■■  *’  •••;•’  - '<4|! 

^l--t:-'|T  5’.Jf-X/,5^’  t^t  ’iO  P ^ <;;>  yii>  h.f>  »f *- . <9ks^ 


Rj*: 


- ,..■  ■■«  V i. '>  . 'v^avw  , . ,h'  Aii„-’  ■■  f.^ ■ii^^aumfj^js: \ i 

;^:,;,*r.>,i  _ w\-,_e«^<  ,1 ., . .; »if|.  ;,^v  ,j^^^|!^;''j^  ijrf?i«fc«f.i.:';^;ijg5iy 

^,iy>»*,.7«  ,»*f I--TI  ■Itliritr  I rifiT  -rii-iriv’ii. 


m::. 


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"ijfii. ’’:■  A.  .rSr  .■^.'  * 


51. 

courses;  (a)  an  advanced  survey  of  English  li teratux'*e ; (b)  a course 
in  primitive  literature;  (c)  a course  in  comparative  literature; 

(d)  one  in  contemporary  English  and  American  literature;  (e)  a course 
in  oral  reading. 

”6.  As  an  irreducible  minimum  for  the  teacher  of  English, 
the  concensus  of  opinion  favored  the  required  of  the  bachelor's  de- 
gree from  some  reputable  college.  The  necessity  at  least  of  cour- 
ses in  a survey  of  English  literature,  in  Shakespeare,  and  American 
literature,  in  public  speaking,  and  in  something  beyond  freshman  com- 
position was  emphasized.  Especially  notable  too  was  the  insistence 
upon  an  ampler  training  in  history,  languages,  philosophy,  and  educa- 
tion and  upon  the  continuous  growth  of  whoever  would  succeed  as  a 
teacher  of  English." 

The  topic  for  investigation  of  the  1915  conference  was  a 
"Questionnaire  on  the  Material  Equipment  of  the  High  School  for  Eng- 
lish." The  questionnaire  revealed  v;hat  its  authors  think  should  be 
the  material  equipment  and,  as  such,  repays  reading.  It  also  brought 
out  the  general  fact  that  the  material  equipment  was  very  inadequate. 

It  was  a valuable  contribution  but  not  so  vital  as  other  investiga- 
1 

tions . 

The  English  section,  from  time  to  time,  took  some  notice  of 
the  attempt  to  set  up  scales  to  measure  the  products  of  education. 

The  topic  concerning  scales  for  measuring  composition  work  has  been 
upon  several  programs.  One  of  the  important  results  of  the  English 
Conference  came  as  a by-product  of  an  attempt  to  work  out  a set  of 
themes  as  a scale  for  the  work  in  ninth  year  composition.  Miss 
Isabel  McKinney  of  Charleston  at  the  1915  meeting  reported  upon  this 

1.  Vv.  M.  Smith,  "Proceedings  of  High  School  Conference",  1915,  pp.l96 
to  202. 


52  * 

attempt  which  had  heen  made  hy  a group  of  English  teachers.  The  at- 
tempt proved  again  how  Vifidely  teachers  vary  in  grading  papers.  To 
lessen  this  variation  a set  of  minimum  essentials  was  mads.  The  set 
of  minimum  essentials  was  what  attracted  attention.  Here  was  some- 
thing definite  in  composition.  Here  was  an  outcome,  which  suited 
the  tendency  tov/ard  which  the  section  had  been  working.  The  next 
year  Miss  McKinney,  who  with  a group  of  teachers  had  been  working  on 
the  subject,  presented  a further  development  of  the  idea  of  minimum 
essentials.  She  has  requirements  for  the  ninth  and  tenth  grades.  It 
was  proposed  that,  after  the  pupils  had  had  time  to  learn  the  re- 
quirements for  their  respective  years,  every  theme  handed  in  that 
did  not  conform  to  these  elementary  requirements  be  marked  failing. 

In  this  v/ay  the  pupil  might  knovf  why  he  failed  and  might  easily  avoid 
the  error.  Thus,  the  teacher  would  not  be  compelled  to  correct  the 
same  mistake  over  and  over;  and  thus,  the  pupil  v/ould  have  something 
definite  in  composition  to  master.  The  Conference  after  making  a 
few  changes,  adopted  the  ’’Minimuna  Essentials”^  and  the  minimum  essen- 
tials idea.  As  important  and  as  essential,  as  the  adoption  of  the 
minimuni  requirements,  was  the  necessity  of  obtaining  a wide-spread 
use  of  them.  In  1917,  a committee  was  appointed  to  urge  the  schools 
to  adopt  and  use  a common  set  of  definite  and  elementary  minimum  es- 
sentials. For  this  reason  the  topic  has  been  included  under  the  head 
of  English  propaganda.  The  University  had  a large  number  of  copies 
printed  and  furnished  them  to  the  schools  at  cost.  The  distribution 
has  been  very  large  and  it  is  too  early,  as  yet,  to  estimate  the 
influence  of  this  v/ork. 

It  has  been  realized  for  a long  time,  that  the  English  tea- 
chers  needed  the  cooperation  of  the  principals,  superintendents,  and 
1.  Bulletin  of  Illinois  Association  of  Teachers  of  English.  Oct.  1916 


53. 

the  other  teachers.  In  the  campaign  for  the  adoption  of  the  Minimum 
Essentials  v/as  included  the  request  that  the  entire  faculty  require 
the  observance  of  these  essentials  in  all  written  work. 

The  next  step  in  English  propaganda  was  the  observance  of 
Better  English  V.'eek.  This,  also,  called  for  the  cooperation  of  the 
entire  faculty  and  of  the  student  body.  In  places,  the  homes,  news- 
papers, and  civic  organizations  were  enlisted.  Details  of  the  plan 

1 

were  published  in  Bulletins.  This  is  properly  called  propaganda  be- 
cause the  work  must  be  made  to  look  desirable  to  the  pupils  and  oth- 
er teachers.  An  atmosphere  of  spirit  must  be  developed  that  is  fav- 
orable to  securing  better  results  in  English. 

After  the  Better  English  ^'veek  had  been  observed  for  several 
years,  and  in  many  places.  Professor  Paul  called  the  attention  of 
the  group  to  the  importance  of  drill.  He  urged  that  Better  English 
be  prolonged  from  a week  to  the  whole  term.  He  insisted  that  it 
must  be  persisted  in  until  the  result  is  habit.  He  suggests  as  a 
motto,  -'Get  that  habit.’’ 

The  influence  of  the  idea  of  Minimum  Essentials  has  been  re- 
markable. In  an  editorial  of  the  Bulletin  of  October,  1919,  Profes- 
sor Paul  says,  "One  of  the  most  valuable  things  done  by  the  Associa- 
tion is  the  adoption  of  a set  of  Minimum  Essentials  in  Eorms  for 
i.ritten  \7ork  in  the  ninth  and  tenth  years."  The  idea  has  extended 
to  other  work.  In  an  outline  of  the  English  Curriculum  for  the  Oak 
Park  High  School  published  in  the  Bulletin  in  19 EO,  is  a list  of 
minimum  essentials  for  not  only  composition  but  also  for  grammar, 
memorization,  and  spelling,  for  not  merely  two  years,  but  for  the 
entire  four  years . 

1.  Bulletin;  Association  of  Teachers  of  English,  Vol.  10,  Ho.  4,  Jan. 

1918.  Also  Vol.  11,  Ho.  5,  Eeb . 1919. 


s,U'  if^  . 

I|j  ‘’f  .V'  '.’  .,..  ■ ’ f i , , 

•■  . '•> '.,  >:■  rf,  * ;^LVin  1 

. •“ '.  * ■''C  •'  ..  ■ 


- Vi  »->j',i5?:'i'/.»:*'K  ^ti*V’!l(S  '•J^-^-*'^*  • ..  .r^  , ..."  v 1\ 


SSS-'' I*®™™;!  ..^'i'  '■  V V. :.^v,  A*'  ■ ■ '■i*-'%  'B 


55. 

technique,  fine  appreciation,  wide  experience  and  fund  of  knowledge 
might  cause  pupils  to  like  and  enjoy  that  finest  flower  of  our  lit- 
erature, lyric  poetry. 

As  did  almost  all  the  sections,  the  tSnglish  likewise  made 
list  of  materials  ¥/hich  are  valuable  for  workers.  Professor  E.  S. 
Jones  of  the  University  in  three  papers,  in  three  different  issues 
of  the  Bulletin,^  gave  discussions  concerning  choosing  subjects  for 
themes,  fhe  most  valuable  part  of  his  papers  were  the  lists  of  sub- 
jects given.  In  his  first  paper  he  gave  a list  of  one  thousand  sub- 
jects as  an  answer  to  the  question,  '’Vvhat  Shall  One  write  About?'’ 

In  his  second  he  gave  five  hundred  ten  subjects  for  description  and 

in  his  third  he  gave  six  hundred  fifty  six  subjects  for  narration. 

S 

Hr.  F.  K.  Vi.  Brusy  gave  a list  of  short  stories.  It  is  a 
good  piece  of  work  for  reference.  It  shows  a tendency  to  use  a wi- 
der range  of  material  and  also  to  use  more  contemporary  material. 

Its  classification  as  to  time  and  as  to  the  nationality  of  the  authoi 
is  helpful.  There  are  tv/o  hundred  eighty  titles  listed. 

Professor  Paul  was  asked  by  the  English  section  in  1913  to 

3 

make  a list  of  books  for  high  school  English.  He  furnished  an  ex- 
cellent list  arranged  under  different  heads.  Some  books  v/hich  are 
especially  desirable  were  starred  once,  some  others  most  desirable 
and  essential  were  double  starred.  His  list  of  contemporary  v/riters 
is  especially  valuable  because  here  the  English  teacher,  is  often  at 
sea.  His  list  contained  five  hundred  seventy  five  titles.  Mr. 

F.  K.  W.  Brusy  also  in  the  next  issue  of  the  Bulletin  gave  a list  of 

1.  (a)  E.  S.  Jones;  Bulletin  of  Illinois  Teachers  of  English.  Jan., 

1915.  (b)  Ibid,  October,  1915.  (c)  Ibid,  April,  1917. 

2.  F.  K.  VJ.  Brusy:  Bulletin  of  Illinois  Teachers  of  English,  May, 

1916. 

3.  Paul,  H.  S.  ’’Bulletin  of  Illinois  Teachers  of  Engli  sh”,  Jan.  1917. 


ijfea<iisi»'VVf 


^-L  ,V  v^'  - -’A’  ■ • • ^4  J *^‘l-  ■-, 


57. 


English  for  d-uring  the  past  fifteen  years  it  has  been  a pioneer  in 
many  of  the  movements  for  improving  the  teaching  of  our  subject.  It 
has  been  an  association  of  workers  and  has  thus  been  able  to  accom- 
plish much  which  could  never  have  been  brought  to  pass  v/ithout  uni- 
ted, untiring,  enthusiastic  effort.” 

THE  ViOHK  OF  THE  LATIH  SEGTIOH 

The  Latin  section,  unlike  the  English,  seemed  to  have  had 
no  difficulty  in' getting  started.  It  began  with  a discussion  of  the 
aims  of  the  work  and  appointed,  soon  after  the  organization  of  the 
section,  a committee  to  report  upon  the  first  year  Latin  work.  This 
was  followed  by  a report  upon  each  of  the  other  years  in  succession, 
thus,  working  over  the  entire  field. 

The  Latin  section  from  first  to  last  has  evidently  felt  it- 
self to  be  upon  the  defensive,  and  many  of  its  discussions  contain 
propaganda  for  the  subject.  In  a v/ay,  this  is  a good  thing  for  the 
subject  and  itsteachers  because  in  the  end  v/orthy  objectives  v/ill  be 
found,  if  there  be  any,  and  unv/orthy  and  false  objectives  v/ill  be  de- 
tected. One  wonders  if  it  would  not  be  a good  thing  for  every  sub- 
ject to  be  called  upon  to  defend  itself  as  strenuously  as  has  Latin. 
On  the  other  hand,  it  is  hard  for  propagandists  to  look  upon  things 
with  a scientific  attitude  of  mind.  For  this  reasons,  the  aims  are 
confused,  the  discussions  are  colored,  and  the  work  hindered.  The 
subject  has  been  given  us  by  tradition  and  some  of  the  arguments  in 
favor  of  the  subject  are  traditional  ones,  unsupported  by  a scien- 
tific foundation,  but  strongly  supported  by  the  reiteration  of  many 
years.  The  real  work  of  the  section  is  entangled  and  intermixed 
with  propaganda  and  traditional  statements. 


58. 

In  bh.0  1911  nsponl  of  fli©  0011111111100  upon  II10  firsl  yos,!*  wonli 
in  Lai  in,  lh.o  ooniinill©©  foil  and.  slalod  lhal  Lalin  loac hors  should.  no‘ 
only  loach  Ihe  suhjecl  bul  should  us©  propaganda  for  it.  In  closing 
its  roporl,  the  commilloe  mad©  olovon  aims  and  rosolulions.  Whilo 
Iho  majority  of  Ihoso  soom  perfoclly  legilimalo,  Iho  first,  third 
and  oighlh  possoss  doubtful  value.  The  firsl  was,  ”To  attract  to 
the  Glassies  a larger  number  of  our  fifty  thousand  high  school  nu- 
pils.”  The  third  was,  ”To  so  fully  inbue  with  the  classical  spirit 
those  who  do  go,  that  they  will  continue  the  study  of  the  Classics 
in  college".  The  eighth  recommendation  shoves  hov/  curiously  the  idea 
of  propaganda  may  be  mingled  with  the  other  material  of  the  subject. 
To  the  first  part,  no  one  should  disagree,  "We  suggest  the  importance 
of  good  hnglish  in  all  translation  and  that  it  be  rigidly  demanded", 
5’ollo?;ing  that,  hov^ever,  came  this  peculiar  statement,  "There  is  a 
great  opportunity  here  for  promoting  culture  as  well  as  popularizing 
the  study  in  the  minds  of  the  general  public”. 

In  1914  Miss  Sheehan  of  Springfield,  gave  a report  of  the 
views  of  nign  school  graduates  regarding  the  value  of  their  training 
in  Latin.  Upon  the  face  of  it,  this  looks  like  a scientific  inves- 
tigation. But  the  questionnaire  v/as  sent  to  those  v;ho  had  taken 
three  or  more  years  of  the  subject  and  who,  c onsequent ly , had  a fond- 
ness for  it.  And  furthermore  and  examination  of  the  important  ques- 
tions asked  reveals  the  fact  that  they  are  leading  questions.^  In 
the  replies  almost  all  the  old  reasons  advanced  for  the  study  of  La- 
tin were  mentioned  and,  whether  legitimate  or  not,  they  sound  like 
echoes  from  the  Latin  teacher.  This  is  a good -example  of  the  diffi- 
culty encountered  by  the  propagandist  in  attempting  a scientific 
investigation . 

1.  Sheehand,  Shara  E.  Proceedings  of  H.  S.  G.  1914,  p . 127 


59. 


Aft^sr  mucn  good  work  had  boGn  donG  , thG  1917  sGSsion  SGGniGd 
to  havG  lost  GonnGction  with  what  had  gono  boforo  and  to  havG  fallen 
back  into  the  propaganda  spirit.  T.  J.  McCormack  gave  a long  philo- 
sopnical  address  in  trying  to  prove  the  value  of  Latin  by  assertion. 
The  title  Ox  a paper  by  Miss  Uita  Robinson  reflected  a similar  spi- 
rit, Latin  Rot  a Dead  But  a Living  Language . The  kind  of  proof 
given  by  her  to  support  the  cause  hardly  showed  the  scientific  spi- 
rit. She  said,  "But  despite  the  criticisms  against  it,  we,  as  La- 
tin teachers  can  point  with  some  degree  of  pride  to  the  statistics 
whicn  es bimat e that  at  least  one  half  million  students  put  forth 
conscientious  efforts  to  knov/  and  appreciate  Latin."  V/hat  do  the 
pupils  know  about  its  value  before  they,  try  it?  It  is  in  the  course 
by  tradition  and  recommended  to  them  as  a good  sub^ject  with  which  to 
train  the  mind.  Further,  she  said,  ’’Such  a statement  (a  derogative 
one)  is  ruinous  to  the  efforts  of  teachers  who  give  of  their  ability 
in  order  that  Latin  may  nold  its  importance  as  a necessary  factor  in 
education."  V.'hy  should  any  teacher  give  their  ability  to  hold  any 
subject  in  the  curriculum  if  it  cannot  justify  itself?  Should  not 
the  teacher's  main  object  be  to  educate  children?  Among  other  aims 
for  the  subject  this  one  was  given  as  number  four,  "To  stimulate  an 
interest  that  ulll  hold  the  child  for  three  more  years  of  Latin 
training." 

i^-^luence  which  tradition  still  nad  upon  the  Latin  sec- 
tion may  be  shown  by  the  follov/ing  statements  which  are,  as  is  the 
propaganda,  mixed  up  with  the  real  v/ork  of  the  section.  The  tradi- 
tion, that  much  hard  work  develops  the  mind,  is  probably  the  reason 
that  teachers  make  as  an  objective  what  only  a few  of  the  very  best 
can  accomplish.  The  following  is  an  example  from  the  report  of  a com- 
mittee on  the  second  year  Latin  work.  "1.  (a)  'what  should  the  teachec 


’ ’ , r 


;>,«k  ^;i’\;’"-;7?'7i' . ■’  :-v 

w >*«sv4t ' n i?ifc /'.*.'•  rf!,  ' *v  - • •■■'^  ••■ 


/it ; /■/ 


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' . ■ • J , «. 

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60. 


of  second  year  Latin  be  able  to  assume  as  accomplished  in  the  first 
year?  That  the  pupil  has  learned  the  inflectional  system  of  the  La- 
tin languagre  and  understands  thoroughly  the  syntax  of  nouns,  pro- 
nouns, adjectives,  adverbs;  that  he  can  readily  classify  subordinate 
clauses  in  lUnglish  sentences;  and  that  he  has  applied  this  knowledge 
to  the  mastery  of  about  Wenty  five  pages  of  not  too  easy  Latin.  The 
systematic  study  of  the  uses  of  the  subjunctive  belongs  to  the  sec- 
ond year  but  every  subordinate  clause  of  the  Latin  of  the  first  year 
should  be  classified  as  a preparation  for  this  study."  This  is  a 
traditional  ansv/er  and  a good  answer  to  the  question,  "What  is  the 
matter  with  Latin?"  The  next  question  v/as , "Gan  he  make  good  the 
deficiency  if  this  work  has  not  been  well  done?  The  pupil  who  goes 
into  Caesar  with  less  than  this  preparation  invites  failure.  If 
through  absence,  laziness,  or  dulness  he  has  failed  to  make  the  work 
of  the  firs't  year  a safe  foundation  for  that  of  the  second,  he  should 
repeat  the  first  year  or  drop  out  of  Latin  into  some  other  course. 
There  is  no  Latin  salvation  for  the  irregular,  the  lazy,  or  the  dull. 
The  kingdom  is  closed  to  them  no  matter  how  hard  the  anxious  teacher 
may  strive  to  carry  them  in." 

Vvhile  good  aims  were  often  given,  the  discussion  frequently 
pointed  to  the  chief  aim  as  'read  more  Latin',  One  committee  recom- 
mended the  omission  of  interesting  m:iterial  because  if  such  were  in- 
cluded it  would  not  be  possible  to  translate  so  much  Latin.  This 
aim  was  also  given,  even  in  the  third  year.  In  answer  to  the  ques- 
tion, "Vvhat  has  the  teacher  of  third  year  Latin  a right  to  expect?" 
the  reply  is  given,  a.  Recognize  forms  with  ease  and  accuracy, 
b.  Use  grammar  as  a book  of  reference,  c,  Find  their  way  through 
such  prose  as  Caesar,  d.  Apply  the  principles  of  Latin  syntax  to 
the  translation  of  sentences  based  on  Caesar." 


This  last  showed  the 


tl'-i*.  . ’ . • ' A,  • -i  *?■  • '■  \'j. 

< K ;%•  • y-l^  , ivY  it 

.V'J;.  v t;.  ^^4ypi'$*v..  ♦a'?^ 


'M.' '"SS^ 


i; 


V'T«KSfilT'  ^ 


‘fir;’©?*#'  4^ 


f-'  tv 

’i.  ' ■il,  f.7''f;;'\. 

4*gJTO6it*,  a:  ‘«««^ 

\ ^ /*  i • *.jr<*1r#  .W^v4  IkiL  #»^lf'  '^IlS.  Aii  ■^iSsil' • Hf  /4l^  < 


61. 


aim.  There  was  no  thought  of  any  value  beyond  that  of  the  nestery 
of  Latin  material.  This,  in  spite  of  the  fact,  that  the  majority 
never  go  beyond  Caesar. 

A similar  aim  was  given  by  Miss  Hubbard.  ”Vve  are  confronted 
in  our  first  year  work  not  by  a theory  but  by  a fact,  by  the  stubborn 
fact  that  we  are  preparing  our  pupils  for  Caesar.”  In  other  words 
the  aim  is,  to  read  a Latin  book. 

Arthur  R.  Crathorne  of  the  department  of  Mathematics  gave  a 
paper  in  which  he  tried  to  show  ’’Transfer  of  training”  between  Alg- 
ebra and  Latin.  He  should  have  started  with  an  Intelligence  test  and 
probably  he  should  have  found  his  correlation  in  each  case  was  due 
to  intelligence  instead  of  ’’transfer”. 

Miss  Helen  A.  Baldv/in  in  discussing  aims  said,  ”If  we  could 
agree  that  our  objectives  are  first,  culture,  second,  mental  train- 
ing, third,  practical  use,  v/ith  emphasis  in  the  order  named-~how  lit- 
tle would  be  left  for  dispute.”  She  did  not  define  culture  nor  say, 
'Whose  culture.'  She  gave  as  argument  for  mental  training,  the  old 
one  which  consists  of  the  opinions  of  a number  of  educated  people. 
This  hardly  meets  the  standard  of  a scientific  experiment. 

The  committee  upon  second  year  Latin  in  discussing  the  me- 
thod of  presentation  gave  this  fine  tradition  of  the  idea  that  hard 
work  is  good  because  it  is  hard.  "The  legitimate  interest  is  based 
on  the  joy  of  conquest,  the  ability  to  do  today  \ihait  he  could  not  do 
yesterday;  it  being  our  place  to  see  that  the  task  we  set  is  worth 
while  and  possible.” 

The  subject  of  Latin  first  appeared  upon  the  Conference  pro- 
gram in  1908  in  the  Foreign  Language  Section,  which  met  for  the  firs' 
time  in  that  year.  The  first  subject  discussed  was  the  general  one 
"The  Unity  of  Purpose  in  the  Study  of  Foreign  Languages  in  High 


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62. 


Schools."  It  was  presented  by  Professor  H.  J.  Barton.  Unfortunate- 
ly, the  proceedings  for  this  year  and  the  next  were  not  published, 
and  we  have  no  knowledge  of  the  work  except  what  may  be  surmised 
from  the  program.  The  section,  however,  appears  to  have  made  a good 
start,  because  undoubtedly  the  aim  or  purpose  of  the  work  in  any 
subject  is  a logical  starting  place  for  the  discussion  of  the  cur- 
riculum. In  the  afternoon  this  section  divided  into  three  groups. 
Classical,  German  and  Romance.  After  this  first  Conference,  the 
Latin  group  met  as  a separate  section,  under  the  name  Classical  Sec- 
tion . 

A committee  was  appointed  at  the  first  meeting  to  work  out 
a course  for  the  First  Year  Latin.  This  committee  reported  after 
two  years,  was  continued  for  another  year,  and  gave  the  final  re- 
port in  1911.  The  recommendations  of  the  Committee  were,  "1.  We 
recommend  a thorough  mastery  of  a small  amount  of  Latin  rather  than 
superficial  work  over  a larger  field--your  committee  believes  that 
one  of  the  most  important  principles  of  teaching  is  the  sense  of 
mastery;  that  it  is  peculiarly  important  that  those  who  teach  highly 
inflected  languages  keep  this  principle  ever  in  mind.  This  sense  of 
mastery  on  the  part  of  the  pupil  promotes  interest  in  a remarkable 
degree  and  is  acquired  when  the  pupil  is  able  to  read  connected  dis- 
course. Y/e  therefore  recommend  that  after  tv>fo  or  three  weeks  spent 
on  forms,  he  be  given  connected  discourse  based  on  the  text  already 
studied,  but  that  this  be  given  in  detached  sentences.  2.  As  to 
pronunciation  your  committee  recommends  that  after  teaching  the  soimd 
no  great  attention  be  given  to  it  as  a separate  subject  but  that  it 
be  taught  each  day  by  means  of  intelligent  oral  reading  of  the  text. 
3.  As  to  v«*iting  Latin  in  the  first  year,  v/e  recommend  that  it  be 
postponed  for  a few  weeks  but  that  it  form  an  important  part  of  the 


63. 


year's  work  because  of  its  effectiveness  in  teaching  accuracy  in 
forms  and  constructions.  Its  purnose  is  almost  solelfer  to  enforce 
these  principles.  4.  As  to  syntax,  we  suggest  the  importance  of 
care,  especially  as  the  establishment  of  grammatical  relations  seems 
to  have  been  left  to  us  by  the  teachers  of  Itoglish . But  there  is  no 
need  of  needless  repetitions  after  the  pupils  have  secured  a clear 
idea.  5.  V/e  suggest  the  importance  of  good  English  in  all  transla- 
tion and  that  it  be  rigidly  demanded.  There  is  a great  opportunity 
here,  for  promoting  culture  as  well  as  popularizing  the  study  in  the 
minds  of  the  general  public.  6.  The  possibilities  of  increasing 
interest  by  means  of  games,  pictures,  and  lantern  slides  should  re- 
ceive the  attention  of  every  teacher  of  the  classics.  7.  As  to  vo- 
cabulary, we  recommend  that  emphasis  be  put  upon  the  intelligent 
memorizing  of  Latin  Y/ords.  As  far  as  possible  this  should  be  done 
through  association  vi/ith  the  English  cognate  forms.  8.  That  the 
oral  reading  of  Latin  is  an  essential  element  of  success.” 

In  1912,  almost  the  entire  program  was  given  to  the  discus- 
sion of  the  second  year  work.  There  v;as  a general  opinion  that  the 
work  for  this  year  v/as  too  difficult.  An  inquiry  among  a number  of 
pupils  revealed  these  reasons.  ”1.  Preparation  of  lesson  took  too 
large  a proportion  of  time."  The  suggestion  vms  made  to  spend  one 
and  one-half  years  in  preparation  and  reduce  the  requirement  to 
three  or  even  tv/o  books  of  Caesar  instead  of  four.  ”2.  The  present 
type  of  beginners  books  arranged  on  the  spiral  v;as  not  as  good  as 
the  grammar-reader  book  of  a generation  ago.  3.  Methods  of  teaching 

ft 

a.  Young  teachers  did  not  knoY/  limitations  of  boys  and  girls  of  high 
school  age.  b.  Proneness  to  be  vague  and  indefinite  in  the  assign- 
ment of  the  lesson  of  second  and  succeeding  years.  4.  Ilever  a snap 

course.  5.  Competition  of  other  subjects,  especially  the  utilitarian 
— — . '•*  


f" 


2—  • ■ "W; 

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‘TrwtW'iM 


64. 

ones . 

A number  of  suggestions  to  aid  the  Latin  teacher  in  making 
Caesar  more  interesting  were  in  harmony  with  the  spirit  of  the  Con- 
ference. They  ware  as  follows:  "1.  Umphasis  on  English  derivations. 
2.  Exhibits  like  Miss  Sabin's  of  the  Oak  Park  High  School.  3.  Sets 
of  classical  slides.  3.  The  Latin  club  and  paper.  4.  Use  of  quo- 
tations and  mottoes.  5.  Discussion  of  interesting  points  found  in 
text  and  modern  compari sons--such  as  methods  of  war,  government, 
bridge  building,  socialism,  geography,  relgion,  etc.  6.  Synopsis 
of  different  books,  with  supplementary  English  narrative  so  that 
pupils  may  get  an  understanding  of  the  historical  sequence  and  know 
what  he  has  read." 

A committee  was  appointed  to  consider  the  subject  and  report 
the  next  year.  This  renort  was  given  in  1913.^  It  is  a very  con- 
servative report.  Its  authors  seemed  to  have  forgotten  the  discus- 
sion of  the  former  year  in  which  the  general  opinion  arrived  at,  was 
that  the  work  in  Caesar  v/as  too  hard.  This  committee  made  the  amount 
of  work  large  and  supported  its  work  by  references  to  college  en- 
trance requirements,  and  syllabi,  and  courses  of  other  bodies.  In 
such  a ?;ay  is  tradition  passed  along. 

The  report  was  organized  as  follows; 

"1.  a.  Y;hat  should  the  teacher  of  second  year  Latin  be  able 
to  assume  as  accomplished  in  the  first  year? 

b.  Can  he  make  good  the  deficiency  if  this  work  has  not 
been  well  done? 

2.  The  material  of  the  second  years  course. 

3.  The  Method  of  Presentation. 

1.  Report  of  Committee  on  Second  Year  Latin.  Procaadings  of  High 

School  Conference  1913,  pp . 101-103. 


65. 


4.  Vi/hat  should  the  teacher  of  third  year  Latin  he  able  to 
assume  as  accomplished  by  the  work  of  the  second  year?" 

In  1914,  a cojiimittee  on  third  year  Latin  renorted  through 
Miss  Laura  E.  Woodruff.  The  conservatives  do  not  seem  to  have  had 
so  much  influence  in  the  report  of  this  committee  although  the  work 
of  the  other  authorities  are  referred  to.  This  report  was  consid- 
ered under  three  divisions. 

"1.  Literature  to  be  read  and  method  of  procedure. 

"The  regular  amount  of  the  traditional  material  is  six 
specific  orations  of  Cicero.  The  committee  reported  that  Latin  tea- 
chers were  demanding  a greater  latitude  of  choice  of  material,  but 
equal  to  the  specified  six  orations  in  amount.  The  new  material  re- 
ported as  making  up  part  of  the  course  at  different  places  consisted 
of  Cicero’s  Letters;  Cicero’s  Le  Senectute;  Sallust’s  Catiline  and 
Jugnrthine  War;  Other  Orations  of  Cicero;  Book  of  John;  Letters  of 
Pliny,  the  Younger;  Terence’s  Phormio;  Ovid.  The  purposes  avov/ed 
v/ere  to  make  the  pupil  capable  of  meeting  and  solving  questions 
about  the  Homan  v;orld  and  also  of  his  own  world  by  applying  the  les- 
sons of  the  past;  to  make  him  capable  of  independent  thinking,  to 
learn  various  meanings  of  words  in  English.  There  is  a suggestion 
to  reduce  the  amount  by  as  much  as  one  oration  in  order  to  do  other 
work  more  thoroughly. 

"2.  Systematic  grammar  should  be  studied  by  means  of  prose 
composition.  Time  may  be  saved  if  the  prose  follows  text  in  words 
and  grammar . 

"3.  The  supplementary  work  is  very  necessary.  Some  knowledge 
of  Homan  history,  and  characters  is  necessary  to  the  understanding 
of  the  literature.  It  also  makes  it  more  interesting." 

In  1916  a report  of  a committee  on  fourth  year  Latin  was 


f»  ,! 

J 


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66 . 

given  by  Miss  Jessie  I.  Lnimis  of  Normal.  The  outline  gave  a good 
idea  of  the  report.  Few  questions  v»rere  raised  or  left  open. 

"1.  The  first  six  books  of  the  Aenad  furnish  the  chief  read- 
ing for  fourth  year. 

"2.  The  generally  accepted  issues  of  the  fourth  year. 

Good  English  Translation 

Vocabulary  drill,  work  in  etymology  etc. 

Syntax 


Scansion 

Sight  translation 
Prose  composition 

'^3.  Often  neglected  issues  of  the  fourth  year. 

The  geography  of  the  Aeneid 
The  mythology  of  the  Aeneid 
The  technique  of  the  Aeneid 

Some  supplementary  topical  studies  in  connection  with 
the  Aeneid 

Vergil’s  similies  compared  with  those  of  Homer 
Vergil’s  influence  upon  English  authors 
Vergil’s  life 

The  story  of  the  last  six  books 
The  Ectogues  and  the  Georgies 
The  Augus  tan  Age 
Other  great  epics.’’ 

Thus  the  four  years  of  the  Latin  course  v/ere  discussed  and 
outlined.  If  this  section  should  novi^  revise  these  courses,  using  the 
scientific  method  of  investigation  and  manipulation  of  data,  they 
v/ould  follow  the  best  tradition  of  the  Conference. 


The  scientific  spirit  had  some  able  exponents  in  this  section 


Ml' 

“B 


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I - .“Tv\V  - .,.  -•  . 

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” bV. 

and  dominated  much  of  the  work.  Professor  Lillian  G.  Berry  of  the 

University  of  Indiana  made  some  plain  statements  that  it  Behooves 

the  Latin  teachers  to  notice.^ 

"Instead  of  opposing  the  scientific  educational  investigator 
as  an  enemy,  they  should  recognize  him  as  an  unprejudiced  seeker  af- 
ter truth.  Teachers  of  Latin  must  learn  to  substitute  evidence  in 
questions  of  method  of  teaching,  for  biased  opinion.  They  must 
ally  themsevles  with  educational  experts  and  make  systematic  measure- 
ments of  results  that  shall  become  standard  for  the  whole  country.” 
And  further,  in  urging  scientific  xvork  she  quotes  Professor  Knapp, 
"There  is  need  of  testimony  of  actual  experience  based  on  sound 
educational  principles,  the  testimony  must  come  from  many  quarters, 
it  must  come  in  ample  volume,  it  must  extend  over  some  years.  Pupils 
trained  in  the  method  must  be  subjected  to  tests,  not  merely  by 
those  Vi/ho  have  trained  them,  but  by  others." 

Also  Miss  Helen  A.  Baldwin  in  giving  a report  of  a committee 
on  curriculum  reconstruction  said,  "The  hypothesis  wherefrom  v/e  start 
must  be,  that  at  least  our  grouns  for  present  procedure  are  wrong, 
because  we  do  as  we  do  for  no  better . reason  than  that  we  were  taught 
so--that  is,  tradition".  She  also  quoted  three  steps  in  the  proced- 
ure of  Charters.  1.  Aim  of  the  study.  2.  The  subject  matter  that 
will  best  fulfil  this  aim.  Order  of  presentation  that  best  fits  it 
for  mastery. 

In  the  1920  meeting,  Mr.  0.  U.  Odell  spoke  on  the  subject, 
"Latin  Tests".  In  speaking  of  Latin  he  said  that  not  only  the  sub- 

I 

ject  of  Latin  was  being  attacked  but  also  the  methods  of  teaching 

and  the  content.  SiVhile  the  Latin  tests  v/ere  not  perfect,  the  use  of 

them  v/ould  give  teachers  a measure  of  the  different  abilities  re- 

quired  to  master  the  subject.  He  then  named  and  described  different 
1.  Berry,  Lillian  G.  "Educational  Measurements  and  the  Direct  Method 
of  Teaching  Latin."  Proceedings  H.  S.  G.  1915,  pp . 142-9. 


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68. 


tests  and  told  how  and  where  each  one  had  been  used  and  the  records 
made  by  its  use. 

The  Latin  section  at  different  times,  discussed  equipment 
and  libraries  and  made  good  lists  for  reference. 

Early  in  the  history  of  the  section,  in  1910,  Miss  Alberta 
Clark  discussed  'The  Travelirig-  Stereoptican,  Its  Availability  and 
Advantages  for  the  Small  High  School.'/  The  session  appointed  a com- 
mittee to  try  to  get  a plan  started  in  Illinois.  It  is  p.robably  not 
too  much  to  say  that  out  of  the  discussion  of  this  project,  came  the 
extension  v/ork  put  out  by  the  University  under  the  care  of  Professor 
II.  J.  Barton.  This  series  of  lantern  slides  illustrating  the  Latin 
work  has  been  of  great  value  to  the  schools  of  Illinois  that  have 
used  them. 

One  of  the  most  interesting  exhibits  of  the  whole  Conference 
was  the  one  prepared  by  Miss  Prances  E.  Sabin.  This  was  prepared 
in  the  Oak  Park  High  School  to  answer  the  high  school  boy's  question 
"What  is  the  use  of  Latin?"  Incidentally  it  was  to  answer  the  same 
question  asked  by  other  departments  and  the  outside  7rorld.  It  was 
propaganda  for  Latin  but  marked  as  such,  v/ith  plain  labels.  It 
stood  out  clear  and  was  not  confused  with  other  things.  It  also  had 
the  element  of  definiteness  and  it  offered  material  for  criticism. 

The  exhibit  consisted  of  a series  of  cards  arranged  under  ten  differ- 
ent heads  to  show  the  indebi tedness  of  English  to  Latin  and  Greek. 

One  was  a series  of  cartoons  v/hich  required  the  kno^Medge  of  Latin 
or  Greek  to  be  understood.  Another  showed  how  references  to  Latin 
and  Greek  were  used  in  advertisements,  another  showed  references  in 
editorials.  The  exhibit  aroused  great  interest.  Many  came  from 
other  sections  to  see  it. 

Professor  H.  V.  Canter  gave  a paper  on  "High  School  Equipment 


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70. 


but  just  a large  amount  of  Latin  reading,  Fabulae  Faoile,  Viri 
Romae , Eutropitus,  llepos  , Livy,  and  Caesar.  They  v;ere  then  tested  tc 
see  how  well  they  were  fitted  to  read  Cicero.  This  experiment  did 
not  bring  the  expected  results.  The  pupils  of  this  section  were  not 
able  to  translate  Cicero  any  better  than  did  the  pupils  of  the  other 
sections,  and  they  missed  all  the  supplementary  work.  The  experi- 
ment, however,  converted  the  teacher  to  the  belief,  that  the  read- 
ing of  the  second  year  should  be  more  varied  than  was  usual. 

Mr.  J.  C.  Brown,  in  1915,  gave  a report  of  his  investigation 
on,  ”The  Preferences  of  High  School  Pupils  for  the  Various  Subjects 
of  the  Curriculum.”  This  investigation  did  not  se3m  to  be  influenced 
by  propaganda.  In  the  Horace  Mann  School,  Hewark,  Hew  Jersey,  Latin 
ranked  10.  In  Decatur,  /hlth  the  Boys,  16;  v/ith  the  Girls,  11.  Du- 
buque, with  the  Boys,  18;  with  the  Girls,  6.  Hackenrack,  with  the 
Boys,  18;  with  the  Girls,  17. 

An  exposition  of  the  Laboratory  Method  of  teaching  Latin  was 
given  by  Miss  Ethel  Luke  of  Springfield,  but  it  v/as  almost  exclusive- 
ly about  the  method,  and  very  little  about  Latin. 

”The  Ups  and  Downs  of  Supervised  Study”  by  Grace  Eldredge  of 
Joliet,  was  an  exposition  of  supervised  study  as  applied  to  Latin. 

The  paper  showed  the  merits  and  defects  of  the  method. 

”The  Latin  Recitation  in  the  Laboratory  Method”  was  dis- 
cussed by  Miss  Julia  E.  Evans  of  the  Proviso  Township  High  School. 

She  had  been  experiment ing  with  this,  and  had  found  it,  not  a com- 
plete success.  She  gives  advantages  and  disadvantages.  The  disad- 
vantages, however,  she  thought  could  be  overcome.  This  subject 
aroused  interest  and  a committee  v;as  appointed  to  investigate  the 
different  forms  of  laboratory  work  in  Illinois  and  to  report  at  the 
next  Conference. 


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71 


GE1T3RAL  CONCLUSIOIJS 


It  might  he  worth  while  to  inquire  into  these  things  that 
have  hindered  or  prevented  the  Gonferenoe  from  doing  more  construc- 
tive work.  Chief  among  these  hindrances  is  one  thing  that  also 
harms  the  work  of  the  high  schools,  the  rapid  change  in  the  person- 
nel of  the  teaching  force.  Since  the  average  life  of  service  of  a 
teacher  is  less  than  five  years,  the  personnel  of  the  teachers  has 
changed  at  least  three  times,  in  the  history  of  the  Conference.^ 

This  has  broken  the  continuity  of  the  work.  It  has  frequently  been 
the  case  that  those  in  charge  of  the  v;ork  vdio  knew  of  the  progress 
already  made  by  the  section,  have  dropped  out,  and  new  ones,  unfa- 
miliar v/ith  what  has  been  accomplished,  and  to  whom  the  purpose  of 
the  Conference  is  unknown,  have  twisted  and  have  marred  this  work  or 
even  have  dropped  it  completely  and  started  something  entirely  dif- 
ferent. It  has  often  been  necessary  to  completely  reorganize  a sec- 
tion, and  in  this  v/ay  the  progress  already  made  has  been  lost. 

This  breaking  into  the  continuity  of  the  work  hinders  it  in 
its  most  vital  part,  because  the  work  was  not  carried  through  to  a 
conclusion.  The  start  was  made.  Something  vvould  be  organized,  pre- 
sented and  adopted.  The  next  step  is  to  try  out,  criticize  and  re- 
vise. To  make  the  work  valuable  from  a scientific  standpoint,  the 
latter  part  of  the  program  is  imperative,  yet  this  is  the  part  that 
frequently  was  not  carried  through  to  completion.  Some  schools  nev- 
er tried  the  work  at  all,  fewer  criticized  it,  and  often  instead  of 
revising  what  had  already  been  done,  the  section  commenced  something 
entirely  new. 

IJew  teachers  coming  into  the  Conference  were  not  familiar 

with  its  purpose  and  consoiiuent ly  did  things  that  ran  counter  to  that 

1.  Littler,  S.  H.  The  Llobility  pf, the  Teaching  Population,  p.  38. 

’ an  unmiollsned  master^s  tnesih T ’ ^ 


i;  ,\  ' 


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■ ,■ . . ••  •.  ■■'  ■ ,S.,  iv  ,,  .'!.,  ^ 

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7B. 

purpose.  Different  sections  have  at  times  given  a program  similar 
to  the  conventional  teachers’  meeting,  consisting  largely  of  the 
inspirational  type  of  address^  and  did  not  investigating  or  experi- 
menting. In  fact,  some  sections  in  trying  to  attract  numbers  have 
sought  to  import  some  distinguished  speaker  to  inspire  their  sec- 
tion. Such  inspiration  seldom  culminated  in  organization  for  work. 

It  was  recognized  that  there  was  a place  for  the  inspirational  ad- 
dress" and  the  director  provided  for  a limited  number,  from  time  to 
time,  but  to  devote  the  entire  or  even  the  larger  part  of  the  pro- 
grams to  such  v/ould  absolutely  defeat  the  purpose  of  the  Conference. 

It  was  foreign  to  the  purpose  of  the  Conference  at  the  begin- 
ning to  attract  large  numbers.  Consequently  the  very  success  of  the 
Conference  was  a hindrance  to  its  work.  The  attendance  kept  climb- 
ing and  climbing  from  year  to  year  without  a slump,  except  in  the 
year  of  1918.  On  account  of  the  influenza  epidemic  and  the  war, 
there  was  a great  falling  off  in  the  attendance  this  year.  The  next 
meet,  however,  had  a larger  attendance  than  any  previous  year,  and 
this  in  turn  was  outranked  by  the  year  of  1920.  The  large  numbers 
in  attendance  made  many  of  the  sections  too  large  for  conference. 

They  became  in  themselves  conventions,  and  many  could  not  help  but 
be  listeners.  For  this  reason,  the  purpose  of  the  Conference  Y/as 
partly  defeated  because  the  discussion  of  the  problems  of  the  class 
room  and  the  school  as  a ^vhole  could  not  have  general  participation. 

Lack  of  coordination  between  the  different  parts  of  the 
organization  has  hindered  the  work.  The  general  sessions  were 
organized  chiefly  to  give  directions  for  the  coordination  of  the 

work.  But  many  teachers  did  not  attend  these,  espec ially  the  general 

1.  Hollister,  Proceedings  of  the  High  School  Conference,  1916,  p.  12. 

2.  Ibid.  1916,  p.  14. 

? Ibid.  1919,  p.  10. 


meeting  of  Saturday  forenoon,  where  plans  were  made  for  the  next 
year.  The  organization  of  the  sections  tended  toward  specialization 
v/hich,  while  it  made  for  more  efficient  v/ork  within  the  section,  of- 
ten caused  the  different  sections  to  work  at  cross  purposes.  An  ex- 
ample of  this  is  that  of  the  Geography  section  outlining  a course 
for  two  years  of  work  in  Geography  while  the  other  science  sections 
were  organizing  the  science  work  in  such  a way  as  to  take  from  Geog- 
raphy the  half-year  that  had  been  alloted  to  it.  It  is  an  open  ques- 
tion as  to  whether  the  organization  of  the  administrative  section  did 
not  do  more  ham  than  good.  The  constructive  work  of  this  section 
has  been  very  small,  and  its  organization  has  prevented  the  school 
executives,  who,  almost  alone,  are  responsible  for  the  making  and 
the  changing  of  the  curricula  and  the  policies  of  the  high  schools, 
from  knov/ing  of  the  good  work  accomplished  by  the  other  sections. 

For  this  reason  much  of  the  best  v/ork  of  the  conference  has  never 
found  its  way  into  many  schools. 

The  method  of  the  T)ublication  of  the  constructive  work  of 
the  Conference  has  been  a hindrance  to  its  influence.  It  is  buried 
in  the  mass  of  the  proceedings,  and,  no  doubt,  many  executives  and 
a large  number  of  teachers  never  have  known  of  it.  It  would  seem  to 
be  a task  worth  while  if  each  section  could  have  a committee  sift  the 
proceedings,  choose  v/hat  is  valuable,  edit  and  present  it  in  as  at- 
tractive and  as  readable  a fom  as  possible,  and  have  it  published 
for  distribution  for  the  teachers  of  the  section  and  the  administra- 
tors . 

1.  Hollister,  Proceedings  of  the  High  School  Conference,  1919,  p.  10. 


